Ecological Momentary Assessment Reveals Causal Effects of Music Enrichment on Infant Mood

IF 3.8 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-05-28 DOI:10.1111/cdev.14246

Eun Cho, Lidya Yurdum, Ekanem Ebinne, Courtney B. Hilton, Estelle Lai, Mila Bertolo, Pip Brown, Brooke Milosh, Haran Sened, Diana I. Tamir, Samuel A. Mehr

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Abstract

Music appears universally in human infancy with self-evident effects: as many parents know intuitively, infants love to be sung to. The long-term effects of parental singing remain unclear, however. In an offset-design exploratory 10-week randomized trial conducted in 2023 (110 families of young infants, M_age = 3.67 months, 53% female, 73% White), the study manipulated the frequency of infant-directed singing via a music enrichment intervention. Results, measured by smartphone-based ecological momentary assessment (EMA), show that infant-directed singing causes general post-intervention improvements to infant mood, but not to caregiver mood. The findings show the feasibility of longitudinal EMA (retention: 92%; EMA response rate: 74%) of infants and the potential of longer-term and higher-intensity music enrichment interventions to improve health in infancy.

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生态瞬间评价揭示音乐丰富对婴儿情绪的因果效应

音乐在人类婴儿期普遍出现，其影响不言而喻：正如许多父母凭直觉知道的那样，婴儿喜欢被唱歌给他们听。然而，父母唱歌的长期影响尚不清楚。在2023年进行的一项为期10周的偏移设计探索性随机试验中（110个年幼婴儿家庭，年龄为3.67个月，53%的女性，73%的白人），研究通过音乐丰富干预来控制婴儿自主唱歌的频率。通过基于智能手机的生态瞬间评估（EMA）测量的结果显示，以婴儿为导向的唱歌在干预后会改善婴儿的情绪，但对照顾者的情绪没有影响。结果表明纵向EMA的可行性(保留率：92%；婴儿的EMA反应率：74%)，以及长期和高强度音乐丰富干预措施改善婴儿健康的潜力。

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

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.