Using a Developmental-Ecological Approach to Understand the Relation Between Language and Music.

Autor: Wojcik EH; Psychology Department, Skidmore College, Saratoga Springs, NY, United States., Lassman DJ; Psychology Department, Skidmore College, Saratoga Springs, NY, United States., Vuvan DT; Psychology Department, Skidmore College, Saratoga Springs, NY, United States.
Jazyk: angličtina
Zdroj: Frontiers in psychology [Front Psychol] 2022 Feb 18; Vol. 13, pp. 762018. Date of Electronic Publication: 2022 Feb 18 (Print Publication: 2022).
DOI: 10.3389/fpsyg.2022.762018
Abstrakt: 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.
Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
(Copyright © 2022 Wojcik, Lassman and Vuvan.)
Databáze: MEDLINE
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