Advisor Information
Dr. Shari DeVeney
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
2-3-2018 12:30 PM
End Date
2-3-2018 1:45 PM
Abstract
Music and language share similar features and learning language may be closely tied to musical attributes in that both music and language facilitate social closeness and rely on prosodic features (e.g., stress, intonation, pitch) for expression. The study aims to add to the empirical body of knowledge regarding the potential use of music in a therapeutic setting for speech-language pathologists assessing and treating children with language deficits through play-based interventions. Specifically, the study's purpose was to address the association of music type with observed language and play skills of young children at a critical development phase for both of these important skill sets. Three children with typical language development between the ages of 26-28 months of age and their parents were recruited to participate. Participants attended two hour-long data collection sessions involving language development assessments and three counterbalanced conditions of play-based interactions lasting 20 minutes each. The play conditions were as follows: no background music, upbeat music in a major key (i.e., consonant music condition) and subdued music in a minor key (i.e., dissonant music condition). Data analysis was conducted from videotapes of each condition. Results indicated the consonant music condition was associated with the highest number of words and the highest number of different words used by all three participants. The no music condition correlated with the most mature level of play complexity observed for all three participants.
Association of Music With Young Children's Language Use and Play Skills
Dr. C.C. and Mabel L. Criss Library
Music and language share similar features and learning language may be closely tied to musical attributes in that both music and language facilitate social closeness and rely on prosodic features (e.g., stress, intonation, pitch) for expression. The study aims to add to the empirical body of knowledge regarding the potential use of music in a therapeutic setting for speech-language pathologists assessing and treating children with language deficits through play-based interventions. Specifically, the study's purpose was to address the association of music type with observed language and play skills of young children at a critical development phase for both of these important skill sets. Three children with typical language development between the ages of 26-28 months of age and their parents were recruited to participate. Participants attended two hour-long data collection sessions involving language development assessments and three counterbalanced conditions of play-based interactions lasting 20 minutes each. The play conditions were as follows: no background music, upbeat music in a major key (i.e., consonant music condition) and subdued music in a minor key (i.e., dissonant music condition). Data analysis was conducted from videotapes of each condition. Results indicated the consonant music condition was associated with the highest number of words and the highest number of different words used by all three participants. The no music condition correlated with the most mature level of play complexity observed for all three participants.