The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words

The ability to recognize songs has been of interest to researchers over the past decades (Racette & Peretz, 2007; Samson & Zatorre, 1991; Serafine, Davidson, Crowder, & Repp, 1986). Evidence on song perception has shown that melody and words are processed with different degrees of integration and separation (Nakada & Abe, 2009; Saito et al., 2012; Sammler et al., 2010). However, there are few studies investigating song recognition among children (Feierabend, Saunders, Holahan, & Getnick, 1998; Morrongiello & Roes, 1990; Rodrigues & Rodrigues, 2010). Furthermore, how songs are taught both with words and without words, i.e., with a neutral syllable, and how words influence perception of melody and words have not been addressed in depth. Also, results from studies regarding the influence of teaching both types of songs on children’s vocal performances were inconclusive and, in some cases, contradictory. For example, some researchers found that children sing better with words (Levinowitz, 1989; Phillips, 1989). In contrast, other investigations did not support these findings and showed no statistical differences between approaches (Jacobi-Karna, 1996; Lange, 2000; Smale, 1988). Within this context, it is unclear if vocal performance of songs with words and without words is related to the way children perceive melody and words.