Müziğin Sosyal Gücü: Müzik Temelli Etkinliklerin ve Eğitim Programlarının Sosyal Etkilerine Gelişimsel Bakış

Kültürün ayrılmaz bir parçası ve ayırt edici bir unsuru olan müzik, aynı zamanda evrensel oluşuyla da önem taşır. Son yıllarda müziğin sosyal ve birleştirici gücünü ortaya koyan araştırmaların sayısı giderek artmaktadır. Gelişimsel araştırmalar, farklı mekanizmalar üzerinden ortaya çıkan bu birleştirici gücün yaşamın ilk aylarından itibaren görünür olduğuna işaret etmekte ve müziğin kişilerarası olumlu sosyal tutum ve davranışları geliştirmeye zemin hazırladığını göstermektedir. Bu derlemede gelişim psikolojisi literatüründe müziğin sosyal etkileri üzerine son yıllarda yapılan araştırmaların sonuçları sunulmuş, bu bağlamda müziğin erken iletişimdeki yerine, birlikte müzik yapmanın ve ritmik senkronizasyonun bebeklik ve çocukluk çağındaki sosyal etkilerine ve sosyal kimliğin bir parçası olarak müziğin kültürel önemine değinilmiştir. Bu araştırma sonuçları ışığında oluşturulan müzik eğitimi ve müdahale programlarının bebek, çocuk ve gençler üzerindeki sosyal etkileri incelenmiştir. Müzik odaklı eğitim ve müdahale programlarının hedeflediği sosyal etkilerin daha iyi anlaşılması için ileriye yönelik önerilerde bulunulmuştur.

The Social Power of Music: A Developmental Perspective on the Social Effects of Music-Based Activities and Education Programs

Music is a universal phenomenon as well as a distinctive element of culture. In recent years, the social and unifying power of music has been revealed by numerous studies. Developmental research points to the early emergence of the social significance of music and shows that music facilitates the development of positive social attitudes and behaviors through different mechanisms starting in the first months of life. This article examines the recent developmental literature focusing on the social implications of music and reviews studies that explore the role of music in the early social and emotional communication, the social effects of music making and rhythmic synchronization and the importance of music in one’s social and cultural identity. The musical intervention and education programs developed in light of these findings to facilitate the social skills and attitudes of infants, children and youngsters are evaluated. Suggestions for better understanding of the targeted social implications of the music education programs are provided.

PDF

___

Ainsworth, M., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Allen, R. (1988). African-American sacred quartet singing in New York City. New York Folklore, 14(3–4), 7–22.
Anshel, A., & Kippler, D. (1988). The influence of group singing on trust and cooperation. Journal of Music Therapy, 25(3), 145– 155.
Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90.
Baily, J. (1994). The role of music in the creation of an afghan national identity, 1923–73. In M. Stokes (Ed.), Ethnicity, identity, and music. Oxford, England: Berg Publishers.
Bakagiannis, S. & Tarrant, M. (2006). Can music bring people together? Effects of shared musical preference on intergroup bias in adolescence. Scandinavian Journal of Psychology, 47(2), 129-136.
Baruch, C., & Drake, C. (1997). Tempo discrimination in infants. Infant Behavior and Development, 20(4), 573-577.
Beebe, B., Stern, D., & Jaffe, J. (1979). The kinesic rhythm of mother-infant interactions. In A. W. Siegman & S. Feldstein (Eds.), Of speech and time: Temporal patterns in interpersonal contexts (pp. 23–24). Hillsdale, NJ: Erlbaum Assoc.
Bergeson, T., & Trehub, S. E. (1999). Mothers’ singing to infants and preschool children. Infant Behavior and Development, 22, 51-64.
Bieleninik, L., Geretsegger, M., Mössler, K., Assmus, J., Thompson, G., & Gattino, G., et al. (2017). Effects of improvisational music therapy vs enhanced standard care on symptom severity among children with autism spectrum disorder. The TIME-A randomized clinical trial. Journal of the American Medical Association, 318(6), 525–535.
Bigand, E. & Poulin-Charronnat, B.(2006). Are we “experienced listeners”? A review of the musical capacities that do not depend on formal music training. Cognition, 100(1), 100–130.
Brown, D. (1991). Human universals. New York: McGraw-Hill. Butterworth, G., & Grover, L. (1990). Joint visual attention, manual pointing, and pre- verbal communication in human infancy. In M. Jeannerod (Ed.), Attention and performance XIII. Hillsdale, NJ: Erlbaum.
Chang, H. W., & Trehub, S. E. (1977). Auditory processing of relational information by young infants. Journal of Experimental Child Psychology, 24(2), 324-331.
Cirelli, L. K., Einarson, K. M., & Trainor, L. J. (2014). Interpersonal synchrony increases prosocial behavior in infants. Developmental Science, 17(6), 1003–1011.
Cirelli, L.K., Jurewicz, Z.B. & Trehub, S.E. (2019). Effects of maternal singing style on mother-infant arousal and behavior. Journal of Cognitive Neuroscience, 1-8.
Cirelli, L. K., Wan, S. J., & Trainor, L. J. (2014). Fourteen-month-old infants use interpersonal synchrony as a cue to direct helpfulness. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 369(1658), 20130400.
Cirelli, L. K., Wan, S. J., & Trainor, L. J. (2016). Social effects of movement synchrony: Increased infant helpfulness only transfers to affiliates of synchronously moving partners. Infancy, 21(6), 807–821.
Conrad, N. J., Walsh, J., Allen, J. M., & Tsang, C. D. (2011). Examining infants’ preferences for tempo in lullabies and playsongs. Canadian Journal of Experimental Psychology, 65(3), 168-172.
Corbeil, M., Trehub, S. E., & Peretz, I. (2016). Singing delays the onset of infant distress. Infancy, 21(3), 373–391.
Cross, I. (2001). Music, cognition, culture and evolution. Annals of the New York Academy of Sciences, 930(1), 28-42.
Custodero, L., Britto, P. R. & Xin, T. (2002) From Mozart to Motown, lullabies to love songs: a preliminary report on the parents use of music with infants survey. Zero to Three Bulletin, 25(1), 41–46.
Custodero, Lori & Johnson-Green, Elissa. (2003). Passing the Cultural Torch: Musical Experience and Musical Parenting of Infants. Journal of Research in Music Education. 51(2), 102-114.
de l’Etoile, S. K., & Leider, C. N. (2011). Acoustic parameters of infant-directed singing in mothers with depressive symptoms. Infant Behavior and Development, 34(2), 248-256.
Demany, L., McKenzie, B., & Vurpillot, E. (1977). Rhythm perception in early infancy. Nature, 266(5604), 718-719.
Demorest, S. M., Morrison, S. J., Beken, M. N., & Jungbluth, D. (2008). Lost in translation: an encultuation effect in music memory performance. Music Perception, 25(3), 213-223.
Dillon, S. (2006). Assessing the positive influence of music activities in community development programs. Music Education Research, 8(2), 267-280.
Dissanayake, E.(2000) Antecedents ofthe temporal arts in early mother–infant interaction, in: N. L. Wallin, B. Merker &S. Brown (Eds) The origins of music (pp. 389–410). Cambridge, MA, MIT Press.
Dumont, E., Syurina, E.V., Feron, F.J.M. & van Hooren, S. (2017) Music Interventions and Child Development: A Critical Review and Further Directions. Frontiers in Psycholology, 8, 1694.
Dunbar, R. I. M. (2012). On the evolutionary function of song and dance. In: Bannan N, Mithen S, editors. Music, language and human evolution (pp. 201–214). Oxford UK: Oxford University Press.
Falk, D. (2009). Finding our tongues: Mothers, infants and the origin of language. New York, NY: Basic Books.
Fancourt, D. &R. Perkins.(2018). Maternal engagement with music up to nine months post-birth: findings from a cross-sectional study in England. Psychology of Music, 46(2), 238-251.
Fawcett, C., Tunçgenç, B. (2017). Infants' use of movement synchrony to infer social affiliation in others. Journal of Experimental Child Psychology, 160, 127-136.
Ferguson, C. A. (1964). Baby talk in six languages. American Anthropologist, 66(6), 103-114.
Gerry, D., Unrau, A., & Trainor, L. J. (2012). Active music classes in infancy enhance musical, communicative and social development. Developmental Science, 15(3), 398-407.
Goldstein, T., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of Cognition & Development, 13(1), 19–37.
Good, A. & Russo, F. (2016). Singing promotes cooperation in a diverse group of children. Social Psychology, 47, 340-344.
Gregory, A. H. & Varney, N. (1996). Cross-cultural comparisons in the affective response to music. Psychology of Music, 24(1), 47-52.
Hannon, E.E. (2010). Musical enculturation: How young listeners construct musical knowledge through perceptual experience. In S.P. Johnson (Ed.). Neoconstructivism: The new science of cognitive development (pp. 132-158). New York, NY: Oxford University Press.
Hannon, E. E., & Trehub, S. E. (2005a). Tuning in to rhythms: Infants learn more readily than adults. Proceedings of the National Academy of Sciences, 102(35), 12639-12643.
Hannon, E. E., & Trehub, S. E. (2005b). Metrical categories in infancy and adulthood. Psychological Science, 16, 48-55
Hove, M. J., & Risen, J. L. (2009). It’s all in the timing: interpersonal synchrony increases affiliation. Social Cognition, 27(6), 949– 960.
Huron, D. 2001. Is music an evolutionary adaptation? Annals of the New York Academy of Sciences, 930(1), 43–61.
Ilari, B. (2005). On Musical parenting of young children. Musical beliefs and behaviors of mothers and infants. Early Child Development and Care, 175(7-8), 647-660.
Ilari, B. Helfter, S., & Huynh, T. (2020). Associations Between Musical Participation and Young Children’s Prosocial Behaviors. Journal of Research in Music Education, 67(4), 399-412.
Isabella, R. A., Belsky, J., & von Eye, A. (1989). Origins of infant-mother attachment: An examination of interactional synchrony during the infant's first year. Developmental Psychology, 25(1), 12-21.
Jaffe, J., Beebe, B., Feldstein, S., Crown, C. L., Jasnow, M. D., Rochat, P., & Stern, D. N. (2001). Rhythms of dialogue in infancy: Coordinated timing in development. Monographs of the Society for Research in Child Development, 66(2), i-viii.
Johnstone, J. & Katz, E. (1957). Youth and popular music: a study of the sociology taste. American Journal of Sociology, 62(6), 563-568.
Juslin, P., & Sloboda, J. A. (Eds.), (2001). Music and emotion: Theory and research. Oxford, U.K.: Oxford University Press.
Kirschner, S., & Tomasello, M. (2009). Joint drumming: Social context facilitates synchronization in preschool children. Journal of Experimental Child Psychology, 102(3), 299-314.
Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354-364.
Kim J., Wigram T., & Gold, C. (2009) Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy. Autism, 13(4), 389-409.
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104(30), 12577-12580.
Koelsch, S., Grossmann, T., Gunter, T. C., Hahne, A., Schroger, E., & Friederici, A. D. (2003). Children processing music: Electric brain responses reveal musical competence and gender differences. Journal of Cognitive Neuroscience, 15(5), 683– 693.
Launay, J., Dean, R.T., & Bailes, F. (2013). Synchronization can influence trust following virtual interaction. Experimental Psychology, 60(1), 53–63.
Lee Y., Yun J-E., Kim E.Y., & Song, H. (2015) The development of infants’ sensitivity to behavioral intentions when inferring others’ social preferences. PLoS ONE, 10(9): e0135588.
Litle, P., & Zuckerman, M. (1986). Sensation seeking and music preferences. Personality and Individual Differences, 7(4), 575- 577.
London, J. (1995). Some examples of complex meters and their implications for models of metric perception. Music Perception, 13(1), 59-77.
Longhi, E. (2009). ‘Songese’: Maternal structuring of musical interaction with infants. Psychology of Music, 37(2), 195–213. Lonsdale, A.J., & North, A.C. (2009). Musical taste and ingroup favouritism. Group Processes and Intergroup Relations, 12(3), 319- 326.
Marsh, K. (2012). “The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia. Research Studies in Music Education 34(2) 93–111.
Mehr, S. A., Singh, M., York, H., Glowacki, L., and Krasnow, M. M. (2019). Universality and diversity in human song. Science, 366, 957–970.
Mehr, S. A., Song, L. A., & Spelke, E. S. (2016). For 5-month-old infants, melodies are social. Psychological Science, 27(4), 486– 501.
Mehr, S. A., & Spelke, E. S. (2017). Shared musical knowledge in 11-month- old Infants. Developmental Science, 21(2), e12542
Meyer, L. B. (1956). Emotion and meaning in music. Chicago, IL: University of Chicago Press.
Nakata, T., & Trehub, S. E. (2004). Infants’ responsiveness to maternal speech and singing. Infant Behavior & Development, 27(4), 455-464.
Neto, F., Pinto, M. C., & Mullet, E. (2016). Can music reduce anti-dark-skin prejudice? A test of a crosscultural musical education programme. Psychology of Music, 44(3), 388–398.
Neto, F., Pinto, M. C, & Mullet, E. (2018). Can music reduce national prejudice? A test of a crosscultural musical education programme. Psychology of Music, 47(5), 747-756
North, A. C., & Hargreaves, D. J. (1999). Music and adolescent identity. Music Education Research, 1(1), 75-92.
O’Neill, C., Trainor, L. J., & Trehub, S. E. (2001). Infants’ responsiveness to fathers’ singing. Music Perception, 18(4), 409-425.
Papousek, M. (1996) Intuitive parenting: a hidden source of musical stimulation in infancy, in: I. Deliege & J. A. Sloboda (Eds) Musical beginnings. Origins and development of musical competence (pp. 37–87). Oxford: Oxford University Press.
Provasi, J., & Bobin-Bègue, A. (2003). Spontaneous motor tempo and rhythmical synchronization in 2½-and 4-year-old children. International Journal of Behavioral Development, 27(3), 220–231.
Rabinowitch, T. C., Cross, I., and Burnard, P. (2012). Long-term musical group interaction has a positive influence on empathy in children. Psychology of Music, 41(4), 484–498.
Rabinowitch,T. C. & Knafo-Noam, A. (2015).Synchronous rhythmic interaction enhances children’s perceived similarity and closeness towards each other. PLoS ONE 10(4), e0120878. Reddish, P. & Bulbulia, J. & Fischer, R. (2013). Does synchrony promote generalized prosociality?. Religion, Brain & Behavior, 4(1), 3-19.
Rentrow, P. J. & Gosling, S. D. (2003). Do re mi’s of everyday life: the structure and personality correlates of music preferences. Journal of Personality and Social Psychology, 84(6), 1236-1256.
Rentfrow, P. J., & Gosling, S. D. (2007). The content and validity of music-genre stereotypes among college students. Psychology of Music, 35(2), 306-325.
Rentfrow, P. J., McDonald, J. A., & Oldmeadow, J. A. (2009). You are what you listen to: Young people’s stereotypes about music fans. Group Processes and Intergroup Relations, 12(3), 329-344.
Repp, B. H., London, J., & Keller, P. E. (2005). Production and synchronization of uneven rhythms at fast tempi. Music Perception, 23(1), 61–78.
Rice, T. (1994) May it fill your soul: Experiencing Bulgarian music. Chicago: University of Chicago Press. Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10–13-year-old students. International Journal of Music Education, 30(1), 57–78.
Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B. N., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? Journal of Research in Childhood Education, 27(3), 257–266.
Rose, P. (2014). Effects of movement, tempo, and gender on steady beat performance in kindergarten students. International Journal of Music Education, 34(1), 104-115.
Schellenberg E. G., Corrigall K. A., Dys S. P., & Malti, T. (2015) Group Music Training and Children's Prosocial Skills. PLoS ONE, 10(10): e0141449
Scholl, W. (2013). The socio-emotional basis of human interaction and communication: How we construct our social world. Social Science Information, 52(1), 3-33.
Selfhout, M. H. W., Branje, S. J. T., ter Bogt, T. F. M., & Meeus, W. H. J. (2009). The role of music preferences in early adolescents’ friendship formation and stability. Journal of Adolescence, 32(1), 95-107.
Shenfield, T., Trehub, S. E., & Nakata, T. (2003). Maternal singing modulates infant arousal. Psychology of Music, 31(4), 365–375.
Shepherd, J. (1977). The musical coding of ideologies. In J Shepherd, P. Virdern, G. Vulliamy, and T. Wishart (Eds.), Whose music? A sociology of musical languages. London: Latimer.
Shutts, K., Roben C. K. & Spelke, E. S. (2013). Children's Use of Social Categories in Thinking About People and Social Relationships, Journal of Cognition and Development, 14(1), 35-62.
Soley, G. (2012). Exploring the nature of early social preferences: The case of music. Unpublished Doctoral Dissertation, Harvard University.
Soley, G.(2019a). The social meaning of shared music experiences in infancy and childhood. In Ilari, B. and Young, S.(Eds.) Music in the early childhood: Multidisciplinary perspectives and inter-disciplinary exchanges (pp. 73-85). New York: Springer.
Soley, G. (2019b). What do group members share? The privileged status of cultural knowledge for children. Cognitive Science, 43, e12786. Soley, G. & Aldan, P. (2020). Children and adults selectively infer shared cultural knowledge among same-language speakers. Child Development, 91(1), e218-e230.
Soley G. & Hannon, E. E. (2010). Infants prefer the musical meter of their own culture: A cross-cultural comparison. Developmental Psychology, 46(1), 286 –292.
Soley, G. & Sebastián-Gallés, N. (2015). Infants prefer tunes previously introduced by speakers of their native language. Child Development, 86(6), 1685-1692.
Soley, G. & Spelke, E.S. (2016). Shared cultural knowledge: Effects of music on young children's social preferences. Cognition, 148, 106-116.
Sousa, M. & Neto, F. & Mullet, E. (2005). Can music change ethnic attitudes among children? Psychology of Music, 33(3), 304-316.
Srinivasan, S. M., & Bhat A.N. (2013). A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development. Frontiers in Integrative Neuroscience, 7, 22.
Stokes, M. (1994). Ethnicity, identity, and music. Oxford, England: Berg Publishers.
Tarr, B., Launay, J.,Cohen, E., & Dunbar, R.(2015). Synchrony and exertion during dance independently raise pain threshold and encourage social bonding. Biology Letters, 11(10), 20150767.
Tekman, H. G., & Hortacsu, N. (2002). Music and social identity: Stylistic identification as a response to musical style. International Journal of Psychology, 37(5), 277-285.
Trainor, L. J. (1996). Infant preferences for infant-directed versus noninfant-directed playsongs and lullabies. Infant Behavior and Development, 19(1), 83-92.
Trainor, L. J. (2006). Innateness, learning, and the difficulty of determining whether music is an evolutionary adaptation: A commentary on Justus & Hutsler (2005) and McDermott & Hauser (2005). Music Perception, 24, 105-110.
Trainor, L. J., Clark, E. D., Huntley, A., & Adams, B. (1997). The acoustic basis of preferences for infant-directed singing. Infant Behavior and Development, 20(3), 383-396.
Trainor, L. J., & Schmidt, L. A. (2003). Processing emotions induced by music. In I. Peretz, & R. Zatorre (Eds.), The cognitive neuroscience of music (pp. 310-324). Oxford, U.K.: Oxford University Press.
Trainor, L. J., & Trehub, S. E. (1994). Key membership and implied harmony in Western tonal music: Developmental perspectives. Perception & Psychophysics, 56(2), 125-132.
Trainor, L. J., & Zacharias, C. A. (1998). Infants prefer higher-pitched singing. Infant Behavior and Development, 21(4), 799-805.
Trehub, S. E. (2001). Musical predispositions in infancy. Annals of the New York Academy of Sciences, 930(1), 1-16.
Trehub, S. E., & Trainor, L. J. (1998). Singing to infants: Lullabies and playsongs. Advances in Infancy Research, 12, 43-77.
Trehub, S. E., Hill, D. S. & Kamenetsky, S. (1997) Parents’ sung performances for infants. Canadian Journal of Experimental Psychology, 51(4), 385–396.
Trehub, S. E., Unyk, A. M., Kamenetsky, S. B., Hill, D. S., Trainor, L. J., & Henderson, J. L., et al. (1997). Mothers’ and fathers’singing to infants. Developmental Psychology, 33(3), 500-507.
Trehub, S. E., Unyk, A. M., & Trainor, L. J. (1993a). Maternal singing in cross-cultural perspective. Infant Behavior and Development, 16(3), 285-295.
Trehub, S. E., Unyk, A. M., & Trainor, L. J. (1993b). Adults identify infant-directed music across cultures. Infant Behavior and Development, 16(2), 193-211.
Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In M. Bullowa (Ed.), Before speech: The beginnings of human communication (pp. 321–347). London: Cambridge University Press. Trevarthen, C. (2005). First things first: Infants make good use of the sympathetic rhythm of imitation, without reason or language. Journal of Child Psychotherapy, 31(1), 91-113.
Tsang, C. D., & Conrad, N. J. (2010). Does the message matter? The effect of song type on infants’ pitch preferences for lullabies and playsongs. Infant Behavior and Development, 33(1), 96-100.
Tsang, C. D., Falk, S., & Hessel, A. (2017), Infants Prefer Infant-Directed Song Over Speech. Child Development, 88(4), 1207–1215.
Tuncgenc, B. & Cohen, E. (2016a). Interpersonal movement synchrony facilitates pro-social behavior in children’s peer-play. Developmental Science, 21(1), e12505
Tunçgenç, B., & Cohen, E. (2016b). Movement synchrony forges social bonds across group divides. Frontiers in Psychology, 7, 782.
Tunçgenç, B., Cohen, E., & Fawcett, C. (2015). Rock with me: The role of movement synchrony in infants’ social and non-social choices. Child Development, 86(3), 976–984.
Unyk, A. M., Trehub, S. E., Trainor, L. J., & Schellenberg, E. G. (1992). Lullabies and simplicity: A cross-cultural perspective. Psychology of Music, 20(1), 15-28.
Valdesolo, P., & Desteno, D. (2011). Synchrony and the social tuning of compassion. Emotion, 11(2), 262–266.
Valdesolo, P., Ouyang, J., & DeSteno, D. (2010). The rhythm of joint action: Synchrony promotes cooperative ability. Journal of Experimental Social Psychology, 46(4), 693–695.
Wimpory, D., Chadwick, P., & Nash, S. (1995). Brief report: musical interaction therapy for children with autism: an evaluative case study with two-year follow-up. Journal of Autism and Developmental Disorders, 25(5), 541-52.
Wiltermuth, S. S., & Heath, C. (2009). Synchrony and cooperation. Psychological Science, 20(1), 1–5.
Winkler, I., Haden, G. P., Ladinig, O., Sziller, I., & Honing, H. (2009). Newborn infants detect the beat in music. Proceedings of the National Academy of Sciences, 106(7), 2468-2471.
Zentner, M., & Eerola, T. (2010). Rhythmic engagement with music in infancy. Proceedings of the National Academy of Sciences, 107(13), 5568-5573.