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Müziğin Duygu Durumu ile Yüz İfadelerinin Uyumunun 5 Yaşındaki Çocuklarda Ritim Senkronizasyonuna Olan Etkisi

Year 2021, Volume: 2 Issue: 3, 43 - 54, 30.06.2021

Nur İnci Sema Karakelle

https://doi.org/10.51503/gpd.913367

Abstract

Bu araştırmada amaçlanan, okul öncesi dönemindeki çocukların ritim senkronizasyonlarını gerçekleştirmelerinde, önceden seçilmiş olan müzik parçalarına ait olan duygu durumlarıyla uyumlu ve uyumsuz mimiklerin etkisini değerlendirmektir. Katılımcılar İstanbul ilinde, 60-71 aylık toplam 96 çocuğu kapsamaktadır. Çocukların ritim senkronizasyonlarını ölçmek için araştırmacı Müzikli Senkronizasyon Görevi’ni (MSG) geliştirilmiştir. Ek olarak çocukların bilişsel esnekliğinin kontrol edilmesi amacıyla Baş-Ayak Parmakları-Dizler-Omuzlar Görevi (BADO) kullanılmıştır. Sonuçlara göre ilk olarak, müzik parçalarında hissedilen duygu durumlarıyla eşleşen mimikler, çocukların ritmik olarak senkronize olmalarında daha etkilidir. Çalışmanın ikinci sonucunda ise, araştırma için seçilen duygu durumu türleri herhangi bir fark yaratmadan (mutlu ya da nötr), uyumun senkronizasyonu olumlu yönde etkilemesidir. Bu sonuçlar, diğer senkronizasyon çalışmalarına eşlik etmekte beraber, senkronizasyon ölçümünde müzik ve yüz ifadelerinin etkisine bakılması açısından da literatürde öncüldür. Bedenlenmiş bilişin alt boyutlarının (duygu, algı ve hareket) birlikte hareketinin gerçekleştiği, ortak niyete bağlı işbirlikçi faaliyetin gözlemlendiği ve mimik ile müziğe ait duygusal ipuçlarının uyumu sayesinde katılımcıların senkronize olmalarındaki hataların düşük seviyelere çekildiği bir çalışmadır.

Keywords

ritim senkronizasyonu bedenlenmiş biliş ortak niyet müzikte duygu algılaması müzik algısı

References

  • Atzil, S. & Gendron, M. (2017). Bio-behavioral synchrony promotes the development of conceptualized emotions. COPSYC, 17, 162 – 69. DOI: 10.1016/j.copsyc.2017.07.009.
  • Aschersleben, G. (2002). Temporal control of movements in sensorimotor synchronization. Brain and Cognition, 48, 66-79. DOI: 10.1006/brcg.2001.1304.
  • Cameron-Ponitz, C. E., McClelland, M. M., Matthews, J.S. & Morrison, F. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605-619. DOI: 10.1037/a0015365.
  • Darby, K. P., Castro, L., Wasserman, E. A. & Sloutsky, V. M. (2018). Cognitive flexibility and memory in pigeons, human children, and adults, Cognition, 177, 30-40. DOI: 10.1016/j.cognition.
  • Fraisse, P. (1982). Rhythm and tempo. D. Deutsch (Ed.), The Psychology of Music içinde (pp. 149 – 180). New York: Academic Press.
  • Juslin, P. N. & Sloboda, J. A. (2011). Music and Emotion. P. Juslin and J. Sloboda (Ed.), Handbook of Music and Emotion: Theory, Research, Applications içinde (pp.583 – 645). United Kingdom: OUP Oxford.
  • Kischner, S. & Tomasello, M. (2010). Joint drumming: social context facilitates synchronization in preschool children. Journal of Experimental Child Psychology, 102, 299 - 314. DOI: 10.1016/j.jecp.2008.07.005.
  • Kischner, S. & Tomasello, M. (2009). Joint making music promotes pro-social behavior in 4-year-old children. Evolution and Human Behavior, 31, 354 - 364. DOI: 10.1016/j.evolhumbehav.2010.04.004.
  • Krause, V., Pollok, B. & Schnitzler, A. (2010). Perception in action: the impact of sensory information sensorimotor synchronization in musicians and non-musicians. Acta Psychologica, 133, 28 - 37. DOI: 10.1016/j.actpsy.2009.08.003.
  • Leman, M. & Maes, P. (2014). Music perception and embodied music cognition. L. Shaphiro (Ed.), The Routledge Handbook Of Embodied Cognition içinde (pp. 81 - 89). New York: Routledge.
  • Niendental, P. (2007). Embodying emotion. Science, 316, 1002 – 1005. DOI:10.1126/science.1136930.
  • Patel, A. D., Iversen, J. R., Chen, Y. & Repp, B. (2005). The influence of metricality and modality of syncronization with a beat. Experimental Brain Research, 163, 226 – 238. DOI: 10.1007/s00221-004-2159-8.
  • Repp, B. H. (2005). Sensorimotor synchronization: a review of the tapping literature. Psychonomic Bulletin & Review, 12(6), 969 - 92. DOI: 10.3758/BF03206433.
  • Sacks, O. (2008). Musicophilia – tales of music and the brain. New York: Vintage Books.
  • Semin, G. R. & Cacioppo, J. T. (2008). Grounding Social Cognition: Synchronization,Entrainment, and Coordination. G. R. Semin & J.T. Cacioppo (Ed.), Embodied Grounding: Social, Cognitive, Affective, And Neuroscientific Approaches içinde (pp. 119 - 148). New York: Cambridge University Press.
  • Stupacher, J., Maes, P., Witte, M. & Wood, G. (2017). Music strengthens prosocial effects of interpersonal synchronization – if you move in time with the beat. Journal of Experimental Social Psychology, 72, 39 - 44. DOI:10.1016/J.JESP.2017.04.007.
  • Thelen, E. (2000). Grounded in the world: developmental origins of the embodied mind. Infancy, 1(1), 3 - 28. DOI: 10.1207/s15327078in0101_02.
  • Tomasello, M. (2008). Origins of human communication. Massachusetts: The MIT Press.
  • Wood, A., Rychlowska, M., Korb, S. & Niendental, P. (2016). Fashioning the Face: Sensorimotor Simulation Contributes to Facial Expression Recognition. Trends in Cognitive Sciences, 20(3), 227 – 40. DOI: 10.1016/j.tics.2015.12.010.
  • Zhou, Y. & Fischer, M. H. (2018) Mimicking non-verbal emotional expression and empathy development in simulate consultations: an experimental feasibility. Patient Education and Counseling, 101(2), 1 - 6. DOI: 10.1016/j.pec.2017.08.016.

The Effect of the Congruency of Emotional State of Music and Facial Expressions on Rhythm Synchronization in 5-Year-Old Children

Year 2021, Volume: 2 Issue: 3, 43 - 54, 30.06.2021

Nur İnci Sema Karakelle

https://doi.org/10.51503/gpd.913367

Abstract

The aim of this study is to evaluate the effect of mimics that are congruent with the emotional states that match the pre-selected music pieces and are not compatible with the rhythm synchronization of preschool children. Participants included 96 children, 60-71 months old, in the province of Istanbul. Researcher Musical Synchronization Task (MST) has been developed to measure children's rhythm synchronization. In addition, the Heads-Toes-Knees-Shoulders Task (HTKS) was used to control the cognitive flexibility of children. According to the results, mimics that match the emotional states felt in music pieces are more effective for children to synchronize rhythmically. Secondly, the congruency affects synchronization positively, without making any difference (happy or neutral) in the mood types selected for the study. While these results accompany other synchronization studies, it also pioneers in the literature in terms of looking at the effect of music and facial expressions in synchronization measurement. The study conveys sub-dimensions of embodied cognition (emotion, perception and movement) act together, collaborative activity based on common intention is observed, and thanks to the harmony of the emotional cues of the mimic and music, the errors in the synchronization of the participants are reduced to low levels.

Keywords

rhythm synchronization embodied cognition joint intention musical emotion peception music perception

References

  • Atzil, S. & Gendron, M. (2017). Bio-behavioral synchrony promotes the development of conceptualized emotions. COPSYC, 17, 162 – 69. DOI: 10.1016/j.copsyc.2017.07.009.
  • Aschersleben, G. (2002). Temporal control of movements in sensorimotor synchronization. Brain and Cognition, 48, 66-79. DOI: 10.1006/brcg.2001.1304.
  • Cameron-Ponitz, C. E., McClelland, M. M., Matthews, J.S. & Morrison, F. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605-619. DOI: 10.1037/a0015365.
  • Darby, K. P., Castro, L., Wasserman, E. A. & Sloutsky, V. M. (2018). Cognitive flexibility and memory in pigeons, human children, and adults, Cognition, 177, 30-40. DOI: 10.1016/j.cognition.
  • Fraisse, P. (1982). Rhythm and tempo. D. Deutsch (Ed.), The Psychology of Music içinde (pp. 149 – 180). New York: Academic Press.
  • Juslin, P. N. & Sloboda, J. A. (2011). Music and Emotion. P. Juslin and J. Sloboda (Ed.), Handbook of Music and Emotion: Theory, Research, Applications içinde (pp.583 – 645). United Kingdom: OUP Oxford.
  • Kischner, S. & Tomasello, M. (2010). Joint drumming: social context facilitates synchronization in preschool children. Journal of Experimental Child Psychology, 102, 299 - 314. DOI: 10.1016/j.jecp.2008.07.005.
  • Kischner, S. & Tomasello, M. (2009). Joint making music promotes pro-social behavior in 4-year-old children. Evolution and Human Behavior, 31, 354 - 364. DOI: 10.1016/j.evolhumbehav.2010.04.004.
  • Krause, V., Pollok, B. & Schnitzler, A. (2010). Perception in action: the impact of sensory information sensorimotor synchronization in musicians and non-musicians. Acta Psychologica, 133, 28 - 37. DOI: 10.1016/j.actpsy.2009.08.003.
  • Leman, M. & Maes, P. (2014). Music perception and embodied music cognition. L. Shaphiro (Ed.), The Routledge Handbook Of Embodied Cognition içinde (pp. 81 - 89). New York: Routledge.
  • Niendental, P. (2007). Embodying emotion. Science, 316, 1002 – 1005. DOI:10.1126/science.1136930.
  • Patel, A. D., Iversen, J. R., Chen, Y. & Repp, B. (2005). The influence of metricality and modality of syncronization with a beat. Experimental Brain Research, 163, 226 – 238. DOI: 10.1007/s00221-004-2159-8.
  • Repp, B. H. (2005). Sensorimotor synchronization: a review of the tapping literature. Psychonomic Bulletin & Review, 12(6), 969 - 92. DOI: 10.3758/BF03206433.
  • Sacks, O. (2008). Musicophilia – tales of music and the brain. New York: Vintage Books.
  • Semin, G. R. & Cacioppo, J. T. (2008). Grounding Social Cognition: Synchronization,Entrainment, and Coordination. G. R. Semin & J.T. Cacioppo (Ed.), Embodied Grounding: Social, Cognitive, Affective, And Neuroscientific Approaches içinde (pp. 119 - 148). New York: Cambridge University Press.
  • Stupacher, J., Maes, P., Witte, M. & Wood, G. (2017). Music strengthens prosocial effects of interpersonal synchronization – if you move in time with the beat. Journal of Experimental Social Psychology, 72, 39 - 44. DOI:10.1016/J.JESP.2017.04.007.
  • Thelen, E. (2000). Grounded in the world: developmental origins of the embodied mind. Infancy, 1(1), 3 - 28. DOI: 10.1207/s15327078in0101_02.
  • Tomasello, M. (2008). Origins of human communication. Massachusetts: The MIT Press.
  • Wood, A., Rychlowska, M., Korb, S. & Niendental, P. (2016). Fashioning the Face: Sensorimotor Simulation Contributes to Facial Expression Recognition. Trends in Cognitive Sciences, 20(3), 227 – 40. DOI: 10.1016/j.tics.2015.12.010.
  • Zhou, Y. & Fischer, M. H. (2018) Mimicking non-verbal emotional expression and empathy development in simulate consultations: an experimental feasibility. Patient Education and Counseling, 101(2), 1 - 6. DOI: 10.1016/j.pec.2017.08.016.
There are 20 citations in total.

Details

Primary Language Turkish
Subjects Developmental Psychology
Journal Section Research Articles
Authors

Nur İnci 0000-0002-2166-8515

Sema Karakelle 0000-0002-3899-6670

Publication Date June 30, 2021
Submission Date April 11, 2021
Acceptance Date June 23, 2021
Published in Issue Year 2021 Volume: 2 Issue: 3

Cite

APA İnci, N., & Karakelle, S. (2021). Müziğin Duygu Durumu ile Yüz İfadelerinin Uyumunun 5 Yaşındaki Çocuklarda Ritim Senkronizasyonuna Olan Etkisi. Gelişim Ve Psikoloji Dergisi, 2(3), 43-54. https://doi.org/10.51503/gpd.913367
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Journal of Development and Psychology (JODAP)