Wolfe David E, Noguchi Laura K
University of the Pacific, USA.
J Music Ther. 2009 Spring;46(1):69-82. doi: 10.1093/jmt/46.1.69.
The purpose of this study was to examine the use of music to sustain attention of young children during conditions of auditory distractions. Kindergarten students (N=76) were randomly assigned to one of four conditions/groups: (a) spoken story with no distraction, (b) spoken story with distraction, (c) musical story with no distraction, musical story with distraction. Participants were asked to listen to the story and to identify specific "actions" and "animals" that were presented (i.e., spoken or sung) within the story. A tally of correct responses (child pointed to correct actions/animals at appropriate times) was recorded during the listening task. Observations of participants' behaviors while listening were also made by the experimenter using narrative recording procedures. A one-way ANOVA was computed to assess the difference in mean scores across the four experimental conditions. Significant results were found. Further analysis employing a Tukey post hoc/multiple comparisons test revealed significant differences between the spoken story with distraction condition and the musical story with distraction condition. These statistical results, along with the observations of listening behaviors, were discussed in terms of providing suggestions for future research and in lending support to the use of music with young children to improve vigilance within educational and clinical settings.
本研究的目的是考察在存在听觉干扰的情况下，音乐对维持幼儿注意力的作用。幼儿园学生（N = 76）被随机分配到四个条件/组之一：（a）无干扰的口头故事，（b）有干扰的口头故事，（c）无干扰的音乐故事，（d）有干扰的音乐故事。要求参与者听故事，并识别故事中出现的特定“动作”和“动物”（即口头讲述或演唱的）。在听力任务期间记录正确反应的计数（孩子在适当的时候指出正确的动作/动物）。实验者还使用叙述记录程序对参与者听故事时的行为进行观察。进行单向方差分析以评估四个实验条件下平均分数的差异。发现了显著结果。采用Tukey事后/多重比较检验的进一步分析表明，有干扰的口头故事条件和有干扰的音乐故事条件之间存在显著差异。这些统计结果以及听力行为的观察结果，从为未来研究提供建议以及支持在教育和临床环境中使用音乐来提高幼儿警觉性的角度进行了讨论。
