Wojcik Erica H, Lassman Daniel J, Vuvan Dominique T
Psychology Department, Skidmore College, Saratoga Springs, NY, United States.
Front Psychol. 2022 Feb 18;13:762018. doi: 10.3389/fpsyg.2022.762018. eCollection 2022.
Neurocognitive and genetic approaches have made progress in understanding language-music interaction in the adult brain. Although there is broad agreement that learning processes affect how we represent, comprehend, and produce language and music, there is little understanding of the content and dynamics of the early language-music environment in the first years of life. A developmental-ecological approach sees learning and development as fundamentally embedded in a child's environment, and thus requires researchers to move outside of the lab to understand what children are seeing, hearing, and doing in their daily lives. In this paper, after first reviewing the limitations of traditional developmental approaches to understanding language-music interaction, we describe how a developmental-ecological approach can not only inform developmental theories of language-music learning, but also address challenges inherent to neurocognitive and genetic approaches. We then make suggestions for how researchers can best use the developmental-ecological approach to understand the similarities, differences, and co-occurrences in early music and language input.
神经认知和遗传学方法在理解成人大脑中语言与音乐的相互作用方面取得了进展。尽管人们普遍认为学习过程会影响我们表征、理解和生成语言及音乐的方式，但对于生命最初几年早期语言-音乐环境的内容和动态却知之甚少。发展生态学方法将学习和发展视为从根本上嵌入儿童的环境之中，因此要求研究人员走出实验室，去了解儿童在日常生活中看到、听到和做的事情。在本文中，我们首先回顾了传统发展方法在理解语言-音乐相互作用方面的局限性，然后描述了发展生态学方法不仅如何为语言-音乐学习的发展理论提供信息，还如何应对神经认知和遗传学方法所固有的挑战。接着，我们就研究人员如何最好地运用发展生态学方法来理解早期音乐和语言输入中的异同及共现现象提出建议。
