Do informal musical activities shape auditory skill development in preschool-age children?
Identifieur interne : 000018 ( PubMed/Curation ); précédent : 000017; suivant : 000019Do informal musical activities shape auditory skill development in preschool-age children?
Auteurs : Vesa Putkinen [Finlande] ; Katri Saarikivi ; Mari TervaniemiSource :
- Frontiers in psychology [ 1664-1078 ] ; 2013.
Abstract
The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.
DOI: 10.3389/fpsyg.2013.00572
PubMed: 24009597
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For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">24009597</PMID><DateCreated><Year>2013</Year><Month>09</Month><Day>06</Day></DateCreated><DateCompleted><Year>2014</Year><Month>06</Month><Day>24</Day></DateCompleted><DateRevised><Year>2017</Year><Month>02</Month><Day>20</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>4</Volume><PubDate><Year>2013</Year><Month>Aug</Month><Day>29</Day></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Do informal musical activities shape auditory skill development in preschool-age children?</ArticleTitle><Pagination><MedlinePgn>572</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2013.00572</ELocationID><Abstract><AbstractText>The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Putkinen</LastName><ForeName>Vesa</ForeName><Initials>V</Initials><AffiliationInfo><Affiliation>Cognitive Brain Research Unit, Cognitive Science, Institute of Behavioural Sciences, University of Helsinki Helsinki, Finland.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Saarikivi</LastName><ForeName>Katri</ForeName><Initials>K</Initials></Author><Author ValidYN="Y"><LastName>Tervaniemi</LastName><ForeName>Mari</ForeName><Initials>M</Initials></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType 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