Sussman Jamie Erin
University of Missouri-Kansas City, USA.
J Music Ther. 2009 Spring;46(1):53-68. doi: 10.1093/jmt/46.1.53.
The purpose of this study was to determine the effect of music on peer awareness in preschool age children with developmental disabilities. Specifically, this study sought to find which combinations of musical and play elements produced the longest durations of sustained attention towards peers and the highest frequency of alternating attention from peer to peer. Nine children between the ages of 2 and 6 who had been diagnosed with a developmental disability participated in the study. Each participant completed 4 small group sessions with the researcher and 2 other research participants. During each session, the children participated in activities targeting peer awareness that incorporated musical and play elements. Behavioral data were recorded representing the children's sustained and alternating attention towards peers. Results indicated that children sustained attention towards peers for the longest durations and alternated attention from peer to peer at the highest frequencies during activities that utilized a musical object within a nonmusical or play-based context.
本研究的目的是确定音乐对患有发育障碍的学龄前儿童同伴意识的影响。具体而言，本研究旨在找出音乐和游戏元素的哪些组合能产生对同伴持续关注的最长时长以及同伴间交替关注的最高频率。九名年龄在2至6岁之间且被诊断患有发育障碍的儿童参与了该研究。每位参与者与研究人员及另外两名研究参与者完成了4次小组活动。在每次活动中，孩子们参与了旨在提高同伴意识的活动，这些活动融入了音乐和游戏元素。记录了代表孩子们对同伴的持续和交替关注的行为数据。结果表明，在非音乐或基于游戏的情境中使用音乐物品的活动期间，孩子们对同伴持续关注的时长最长，同伴间交替关注的频率最高。
