{"title":"比较自闭症儿童对熟悉与不熟悉旋律的短篇故事和口语文本的理解","authors":"Edward T Schwartzberg, Michael J. Silverman","doi":"10.1177/03057356231153058","DOIUrl":null,"url":null,"abstract":"Autistic children (AC) can demonstrate varying abilities of comprehending spoken and written information. Although information is often paired with music to facilitate recall and learning, there is limited research investigating if sung short stories influence the listening and reading comprehension (LRC) of AC. The purpose of this study was to compare the LRC of information paired with (1) familiar melodies, (2) unfamiliar melodies, and (3) spoken information in AC. Participants ( N = 59) received three different short stories presented live that were sung paired with a familiar melody, sung paired with an unfamiliar melody, and spoken. Both music conditions had guitar accompaniment. After presentation of each condition, participants answered five close-ended questions to measure LRC. There was no significant within-group LRC difference between the familiar melody, unfamiliar melody, or spoken conditions. Descriptive statistics indicated that both music conditions yielded slightly higher mean LRC scores than the spoken condition with slightly higher mean LRC during the familiar melody condition than the unfamiliar melody condition. Given the differences in the means, future researchers should be mindful of the possibility of a type II error. Implications for classroom and clinical work, limitations of the study, and suggestions for future research are provided.","PeriodicalId":47977,"journal":{"name":"Psychology of Music","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children\",\"authors\":\"Edward T Schwartzberg, Michael J. Silverman\",\"doi\":\"10.1177/03057356231153058\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Autistic children (AC) can demonstrate varying abilities of comprehending spoken and written information. Although information is often paired with music to facilitate recall and learning, there is limited research investigating if sung short stories influence the listening and reading comprehension (LRC) of AC. The purpose of this study was to compare the LRC of information paired with (1) familiar melodies, (2) unfamiliar melodies, and (3) spoken information in AC. Participants ( N = 59) received three different short stories presented live that were sung paired with a familiar melody, sung paired with an unfamiliar melody, and spoken. Both music conditions had guitar accompaniment. After presentation of each condition, participants answered five close-ended questions to measure LRC. There was no significant within-group LRC difference between the familiar melody, unfamiliar melody, or spoken conditions. Descriptive statistics indicated that both music conditions yielded slightly higher mean LRC scores than the spoken condition with slightly higher mean LRC during the familiar melody condition than the unfamiliar melody condition. Given the differences in the means, future researchers should be mindful of the possibility of a type II error. Implications for classroom and clinical work, limitations of the study, and suggestions for future research are provided.\",\"PeriodicalId\":47977,\"journal\":{\"name\":\"Psychology of Music\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-04-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology of Music\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/03057356231153058\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"MUSIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Music","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/03057356231153058","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children
Autistic children (AC) can demonstrate varying abilities of comprehending spoken and written information. Although information is often paired with music to facilitate recall and learning, there is limited research investigating if sung short stories influence the listening and reading comprehension (LRC) of AC. The purpose of this study was to compare the LRC of information paired with (1) familiar melodies, (2) unfamiliar melodies, and (3) spoken information in AC. Participants ( N = 59) received three different short stories presented live that were sung paired with a familiar melody, sung paired with an unfamiliar melody, and spoken. Both music conditions had guitar accompaniment. After presentation of each condition, participants answered five close-ended questions to measure LRC. There was no significant within-group LRC difference between the familiar melody, unfamiliar melody, or spoken conditions. Descriptive statistics indicated that both music conditions yielded slightly higher mean LRC scores than the spoken condition with slightly higher mean LRC during the familiar melody condition than the unfamiliar melody condition. Given the differences in the means, future researchers should be mindful of the possibility of a type II error. Implications for classroom and clinical work, limitations of the study, and suggestions for future research are provided.
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.