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

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the 14th International Conference on Music Perception and Cognition
EditorsTheodore Zanto
Place of PublicationSan Francisco
Publisher ICMPC14
Pages98-99
Number of pages2
ISBN (Electronic)1 876346 65 5
Publication statusPublished - Jul 2016
Event14th International Conference for Music Perception and Cognition - Hyatt Regency Hotel, San Francisco, United States
Duration: 5 Jul 20169 Jul 2016
http://icmpc.org/icmpc14/

Conference

Conference14th International Conference for Music Perception and Cognition
CountryUnited States
CitySan Francisco
Period5/07/169/07/16
Internet address

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kindergarten
song
organization of teaching
performance
ability
evidence

Cite this

Pereira, A. I., Rodrigues, H., & Ávila, P. (2016). The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words. In T. Zanto (Ed.), Proceedings of the 14th International Conference on Music Perception and Cognition (pp. 98-99). San Francisco: ICMPC14.
Pereira, Ana Isabel ; Rodrigues, Helena ; Ávila, Patrícia. / The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words. Proceedings of the 14th International Conference on Music Perception and Cognition. editor / Theodore Zanto. San Francisco : ICMPC14, 2016. pp. 98-99
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abstract = "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.",
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Pereira, AI, Rodrigues, H & Ávila, P 2016, The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words. in T Zanto (ed.), Proceedings of the 14th International Conference on Music Perception and Cognition. ICMPC14, San Francisco, pp. 98-99, 14th International Conference for Music Perception and Cognition, San Francisco, United States, 5/07/16.

The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words. / Pereira, Ana Isabel; Rodrigues, Helena; Ávila, Patrícia.

Proceedings of the 14th International Conference on Music Perception and Cognition. ed. / Theodore Zanto. San Francisco : ICMPC14, 2016. p. 98-99.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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N2 - 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.

AB - 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.

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Pereira AI, Rodrigues H, Ávila P. The Relationship Between Kindergarten Children’s Vocal Performance and Recognition of Songs with and without Words. In Zanto T, editor, Proceedings of the 14th International Conference on Music Perception and Cognition. San Francisco: ICMPC14. 2016. p. 98-99