Conversations from Arendelle: Children’s understanding of musical affect in a narrative, multimedia context

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2024-09-14 DOI:10.1177/03057356241261669

Sara Beck, Daniel Allee

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引用次数: 0

Abstract

Children’s verbatim memory for song lyrics has been broadly investigated in the psychological literature, but little is known about the developmental course of children’s ability to construct meaning from familiar multimedia songs containing both concrete and metaphorical language. The present study examined age-related change in children’s understanding of the hit song “Let It Go” using a brief comprehension measure and a semi-structured interview conducted over Zoom. Participants included 51 children from 3- to 10-year-olds whose parents reported that they were familiar with and enjoyed Frozen. Participants’ comprehension of the song was assessed using a visual comprehension measure. They then co-viewed the music video, with the researcher pausing at several time points in the song to ask how the child thought Elsa was feeling and how the child knew. A grounded analysis of participants’ responses yielded five categories that comprehensively captured the range of cues (song lyrics, non-lyrical musical elements, observable action on screen, character appearance, and non-observable narrative elements). A median split of the sample revealed that older children referenced more converging cues to explain their thinking on Elsa’s emotion during the song and that older children referenced musical cues (both lyrical and non-lyrical) significantly more than younger children.

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来自阿伦黛尔的对话：多媒体叙事背景下儿童对音乐情感的理解

心理学文献对儿童对歌词的逐字记忆进行了广泛的研究，但对儿童从包含具体和隐喻语言的熟悉多媒体歌曲中建构意义的能力的发展过程却知之甚少。本研究采用简短的理解测量法和半结构化访谈法，考察了儿童对热门歌曲《Let It Go》的理解与年龄有关的变化。研究对象包括 51 名 3 至 10 岁的儿童，他们的父母称他们熟悉并喜欢《冰雪奇缘》。我们使用视觉理解测量法评估了参与者对歌曲的理解能力。然后，他们共同观看了音乐视频，研究人员在歌曲的几个时间点暂停，询问孩子认为艾尔莎的感受以及孩子是如何知道的。研究人员对参与者的回答进行了基础分析，得出了五个类别（歌词、非抒情音乐元素、屏幕上可观察到的动作、人物外貌和不可观察到的叙事元素），这些类别全面反映了线索的范围。对样本进行中位数分割后发现，年龄较大的儿童在解释他们对歌曲中艾尔莎的情绪的想法时，引用了更多的趋同线索，而且年龄较大的儿童引用音乐线索（包括歌词和非抒情音乐）的次数明显多于年龄较小的儿童。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.