Active Music Engagement Research Articles

The role of active and passive music engagement in cognitive development: A systematic review

The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.

Musical Habits and Smartphone Addiction of College Students: Mediating Role of Self-Control

This study uses theories of habit and self-control to explore the relationship between musical habits and smartphone addiction among college students. Our findings reveal that self-control mediates this relationship, with individual differences playing a significant role. While musical listening habits, impacted by personal genre preferences, positively impact self-control, active music engagement, through playing an instrument and/or creating music, negatively affects it. We suggest using interventions to promote mindful music engagement to mitigate smartphone addiction. These insights contribute to understanding how music habits influence digital behaviors and offer practical strategies for fostering healthier smartphone use among college populations.

The interplay between music engagement and affect: A random-intercept cross-lagged panel analysis.

Engagement with music has the capacity to influence and be influenced by affective experiences. Although cross-sectional and experimental research provides evidence that music engagement is related to higher positive and lower negative affect, few studies have investigated the bidirectional nature of this relationship over time. The present longitudinal study, therefore, examined the interplay between passive and active music engagement and affect using random-intercept cross-lagged panel analysis. Over 8 weeks in 2022, 428 participants regularly engaging with music completed weekly online surveys on quantitative music engagement (i.e., time spent with music listening/music making), qualitative music engagement (i.e., use of music listening/music making for mood regulation) as well as positive and negative affect. Results revealed cross-lagged associations between music engagement and negative affect, but not positive affect: regarding quantitative music engagement, more time spent with music listening (but not music making) was related to less negative affect than usual at the following measurement. Results on qualitative music engagement showed that weeks with more negative affect than usual were followed by an increased use of music listening and music making for mood regulation. Our findings emphasize the bidirectional nature of the relationship between music engagement and affect corroborating the significant role of music engagement in affect regulation. Future research should replicate these findings with a more diverse sample regarding age, sex, ethnicity, education, and socioeconomic status. Additionally, further studies could examine individual and contextual factors and adequate measurement time points for further investigation of bidirectional affective processes involved in music engagement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Shifting perspectives and transformative change: Parent perspectives of an active music engagement intervention for themselves and their child with cancer.

Children with cancer (ages 3-8years) and their parents experience significant, interrelated distress associated with cancer treatment. Active music engagement (AME) uses music-based play and shared music-making to mitigate this distress. To advance our understanding about how AME works and its essential features, we interviewed parents who received the AME intervention as part of a multi-site mechanistic trial. The purpose of this qualitative analysis was to describe parents' experiences of AME for themselves and their child and to better understand how the intervention worked to lower parent-child distress. We conducted a total of 43 interviews with parents/caregivers, and purposively analyzed all interviews from underrepresented groups based on race/ethnicity and parent role. We used thematic analysis and achieved thematic redundancy after analyzing 28 interviews. The following statement summarizes resulting themes: Music therapists skillfully use AME to create a safe and healthy space (Theme 1), where parents/children have transformative experiences (Theme 2) that lead to learning and enactment (Theme 3) of new skills that counteract suffering (Theme 4) through empowerment, connectedness, and sustained relief. This work elucidates how AME works to counteract stressful qualities of cancer treatment. As parents witnessed positive and transformative changes in their child, they experienced relief and reported shifts in their perspective about cancer treatment. This led to learning and use of music as a coping strategy that extended beyond therapist-led sessions. Accessible, music-based interventions, like AME, offer a developmentally appropriate and effective way to support parents and young children during treatment.

Influence of musical activities on the prosocial behaviors of preschool children

Music plays a key role in our evolution and contributes to the promotion of interpersonal relationships as well as enhancement of group cohesiveness. In this study, 29 five- to six-year-old preschool children were examined to explore the influence of passive music listening and active music engagement on their helping and sharing behaviors, compared with coloring activities. The results revealed that children’s prosocial behaviors were significantly different under the three conditions, and as compared with passive listening and coloring conditions, children’s prosocial behavior (including helping behavior and sharing behavior) in the active music engagement condition was significantly enhanced. Our research revealed that even short-duration active music engagement can improve children’s prosocial behavior, and the potential benefit of active engagement musical training for the development of preschool children should be recognized.

Differential associations of leisure music engagement with resilience: A network analysis.

Several factors associated with resilience as the maintenance of mental health despite stress exposure can be strengthened through participation in leisure time activities. Since many people listen to or make music in their leisure time, the aim of the present study was to provide insights into the architecture of how resilience relates to passive and active music engagement. 511 participants regularly listening to and/or making music completed an online survey on resilient outcomes (i.e., mental health and stressor recovery ability), different resilience factors (e.g., optimism, social support), quantitative music engagement (i.e., time spent with music listening/making) and qualitative music engagement (i.e., use of music listening/making for mood regulation). Bivariate correlations showed that subjects spending more time with music making reported better stressor recovery ability and less mental health problems, while partial correlational network analysis revealed no unique associations for quantitative music engagement. Regarding qualitative music engagement, people using music-based mood regulation reported lower mental health, mindfulness, and optimism, but also higher social support. A more heterogeneous pattern emerged for single music-based mood regulation strategies. Our findings highlight the importance of the individual (mal-)adaptive use of music, painting a more nuanced picture of music engagement and resilience.

Music Engagement and Episodic Memory Among Middle-Aged and Older Adults: A National Longitudinal Analysis.

The objective of this study was to examine associations between music engagement and episodic memory for more than 12 years in a nationally representative sample of middle- and older-aged adults in the United States. This study is based on a secondary analysis of data from a sample (N = 5,021) of cognitively normal adults from the Health and Retirement Study (2006-2018). Episodic memory was measured by immediate and delayed recall tasks. Music engagement was classified as none, passive (i.e., listening to music), active (i.e., singing and/or playing an instrument), or both (i.e., listening to music and singing or playing an instrument). Compared with those with no music engagement, respondents who reported both passive and active engagement performed 0.258 points better at baseline on episodic memory tasks. This group also performed better across time with scores that declined by 0.043 points fewer per study visit. Additionally, compared to those with no music engagement, participants with passive music engagement had scores that declined by 0.023 points fewer per visit. There were no significant differences in performance at baseline for those with passive or active music engagement, or across time for those with active engagement. The results of this study suggest that engaging in both passive and active music engagement may be superior to engaging with music only passively or actively and that engaging in music both ways may be able to protect against age-related declines in episodic memory. Future research should examine whether community-based music engagement interventions can affect this trajectory of decline.

Protocol and biomarker strategy for a multi-site randomized controlled trial examining biological mechanisms and dosing of active music engagement in children with acute lymphoblastic leukemia and lymphoma and parents

BackgroundMusic therapy is a standard palliative care service in many pediatric and adult hospitals; however, most research has focused on the use of music to improve psychosocial dimensions of health, without considering biological dimensions. This study builds on prior work examining psychosocial mechanisms of action underlying an Active Music Engagement (AME) intervention, designed to help manage emotional distress and improve positive health outcomes in young children with cancer and parents (caregivers), by examining its effects on biomarkers of stress and immune function.MethodsThis two-group randomized controlled trial (R01NR019190) is designed to examine biological mechanisms of effect and dose-response relationships of AME on child/parent stress during the consolidation phase of Acute B- or T-cell Lymphoblastic Leukemia (ALL) and T-cell Lymphoblastic Lymphoma (TLyLy) treatment. Child/parent dyads (n = 228) are stratified (by age, site, risk level) and randomized in blocks of four to the AME or attention control condition. Each group receives one session (30-minutes AME; 20-minutes control) during weekly clinic visits (4 weeks standard risk B-cell ALL; 8 weeks high risk B-cell ALL/T-cell ALL/TLyLy). Parents complete questionnaires at baseline and post-intervention. Child/parent salivary cortisol samples are taken pre- and post-session (sessions 1–4). Child blood samples are reserved from routine draws before sessions 1 and 4 (all participants) and session 8 (high risk participants). We will use linear mixed models to estimate AME’s effect on child/parent cortisol. Examining child/parent cortisol as mediators of AME effects on child and parent outcomes will be performed in an ANCOVA setting, fitting the appropriate mediation models using MPlus and then testing indirect effects using the percentile bootstrap approach. Graphical plots and non-linear repeated measures models will be used to examine dose-response relationship of AME on child/parent cortisol.DiscussionDuring pediatric cancer treatment there are special challenges that must be considered when measuring cortisol and immune function. In this manuscript we discuss how we addressed three specific challenges through our trial design. Findings from this trial will increase mechanistic understanding of the effects of active music interventions on multiple biomarkers and understanding of dose-response effects, with direct implications for clinical practice.Trial RegistrationClinicalTrials.gov: NCT04400071.

Music Engagement and Episodic Memory among Middle-Aged and Older Adults: A National Longitudinal Analysis

Recent research suggests that engagement with particular activities, such as music, can influence age-related changes in episodic memory. However, it is unclear whether, and to what, extent music engagement is associated with the trajectory of episodic memory. The objective of this study is to examine how passive (i.e., listening to music) and/or active (i.e., singing or playing an instrument) music engagement influences episodic memory over a period of 12 years. Secondary data analysis of a sample (N=5095) of cognitively healthy adults from the Health and Retirement Study were used for this study. Linear mixed effects models were used to examine the independent effect of different levels of music engagement (i.e., low, medium, and high) on changes in performance on episodic memory tasks, while controlling for confounding factors. Compared to those with low engagement (i.e., neither listening nor singing/ playing an instrument), respondents who reported being engaged at the medium (i.e., either listening or singing/ playing an instrument) or high (i.e., both listening and singing/ playing an instrument) level performed 0.24 (p=0.003) and 0.52 (p<0.001) points better, respectively. We found evidence that music engagement attenuated the decline in episodic memory. The findings suggest that music engagement may be a protective factor against aged-related decline in episodic memory. Therefore, music engagement may offer a promising non-pharmacological intervention for dementia risk mitigation among community-living middle-aged and older adults. Future research should examine whether interventions to increase music engagement can affect the trajectories of aged-related decline in cognition in this large and growing population.

Active Music Engagement and Cortisol as an Acute Stress Biomarker in Young Hematopoietic Stem Cell Transplant Patients and Caregivers: Results of a Single Case Design Pilot Study.

This paper reports the results of a single case design pilot study of a music therapy intervention [the Active Music Engagement (AME)] for young children (age 3.51 to 4.53 years) undergoing hematopoietic stem cell transplantation (HCST) and their caregivers. The primary aims of the study were to determine feasibility/acceptability of the AME intervention protocol and data collection in the context of HCST. Secondary aims were to examine caregivers’ perceptions of the benefit of AME and whether there were changes in child and caregiver cortisol levels relative to the AME intervention. Results indicated that the AME could be implemented in this context and that data could be collected, though the collection of salivary cortisol may constitute an additional burden for families. Nevertheless, data that were collected suggest that families derive benefit from the AME, which underscores the need for devising innovative methods to understand the neurophysiological impacts of the AME.

Cortisol as an Acute Stress Biomarker in Young Hematopoietic Cell Transplant Patients/Caregivers: Active Music Engagement Protocol.

Objective: Primary aims of the proposed protocol are to determine the feasibility/acceptability of the active music engagement intervention protocol during hematopoietic stem cell transplantation (HSCT) and clinical feasibility/acceptability of the biological sample collection schedule.Design: The authors propose a single-case, alternating treatment design to compare levels of child and caregiver cortisol in blood and saliva collected on alternating days, when the dyad receives and does not receive AME sessions. Included are the scientific rationale for this design and detailed intervention and sample collection schedules based on transplant type.Setting/Location: Pediatric inpatient HSCT unit.Subjects: Eligible participants are dyads of children 3–8 years old, hospitalized for HSCT, and their caregiver. Children with malignant and nonmalignant conditions will be eligible, regardless of transplant type.Intervention: AME intervention is delivered by a board-certified music therapist who tailors music-based play experiences to encourage active engagement in, and independent use of, music play to manage the inter-related emotional distress experienced by children and their caregivers during HSCT. Dyads will receive two 45-min AME sessions each week during hospitalization.Outcome Measures: Eight collections of blood (child) and saliva (child/caregiver) will be performed for cortisol measurement. The authors will also collect self-report and caregiver proxy measures for dyad emotional distress, quality of life, and family function. At study conclusion, qualitative caregiver interviews will be conducted.Results: Planned analyses will be descriptive and evaluate the feasibility of participant recruitment, cortisol collection, planned evaluations, and AME delivery. Analysis of qualitative interviews will be used to gain an understanding about the ease/burden of biological sample collection and any perceived benefit of AME.Conclusions: Behavioral intervention studies examining biological mechanisms of action in pediatric transplant populations are rare. Findings will provide important information about the feasibility/acceptability of collecting cortisol samples during a high-intensity treatment and advance understanding about the use of active music interventions to mitigate child/caregiver distress during the transplant period.

A performance analysis of In-Car Music engagement as an indication of driver distraction and risk

Drivers engage in a host of driving-unrelated tasks while on the road. They listen to music, sing-along, and accompany songs by pounding-out drum-kicks and syncopated rhythms on the steering wheel. However, there is controversy over in-cabin music: Does background music facilitate driver performance via increased arousal leading to more focused concentration, or cause distraction placing drivers at greater risk. In an effort to shed light on the debate, the current study evaluated music engagement by employing Music Performance Analyses with audio recordings from three simulated driving conditions. The results indicate that as the perceptual demands of the primary driving task increased, the secondary music activity was hampered, and subsequently sub-optimal vocal and percussive performances were demonstrated consisting of intonation errors, rhythmic inaccuracy, lack of synchrony, inconsistent and unstable temporal flow, neglect of text, and lyric replacement. The findings seem to point out that drivers allocate greater reserves to music than previously considered, and as drivers do not withdraw altogether from music engagement under high-demand driving conditions, driving may be under-resourced. Exploring active music engagement while driving might assist traffic safety researchers in decoding the effects of In-Car Music on driver behavior.

Inkluzija u praksi nastave solfeđa - Ulvila metoda muzičke notacije (Ulwila method)

One of the most important tasks of an inclusive approach to the solfeggio teaching is finding the most purposeful procedures and methods through which a teacher can meet the educational needs of children with disabilities. The basic goal of this approach is not only to respond to the needs of all students, but also to equally involve all students in teaching and learning activities. In this regard, finding methodological procedures and possible solutions which will enable students with disabilities professional music education, would have multiple significance, both for the socialization of students with disabilities, as well as for improving the solfeggio teaching process itself. The sound slogan of Zoltán Kodály 'Music for All' has become a popular motto of professors and music lovers, expressing attitudes and beliefs based on artistic, scientific and teaching experiences that music can and should be to be available to everyone. With regard to music education, a review of professional literature in the field of psychology has determined that through music, it is possible to recover the disturbed aspects of psychosocial development of a child and create a favorable environment for development in a cognitive area that reflects on development as a whole. Dealing with music stimulates self-knowledge, the advancement of skills, and thus helps to overcome deficiencies and creates better conditions for the development of the overall personality. Bearing in mind the role of music and the importance of active music engagement, the need for inclusion within the solfeggio teaching is imposed, the purpose of which would be to offer every student music education tailored to his needs. Inclusion represents the process of reacting on the diversity of the needs of all participants in education, through equalizing their educational and social opportunities, to preventing complete exclusion from the comprehensive educational system. Summarizing the basics of teaching musical literacy and limited opportunities for enrolling children with disabilities in music institutions, there is a need to take into account new methodologies and approaches that will make music truly accessible to everyone. In the paper are mentioned the methods and procedures which can contribute to inclusive solfeggio teaching, such as Willems method, BAPNE method and Music Braille code, with a special focus on Ulwila method of musical notation. This method allows the music to be notated by a specialized color system that simplifies traditional music notation. As a kind of implementation of the presented method in the field envisaged by the curriculum for the solfeggio teaching in initial musical literacy, the paper presents proposals for solving certain requirements in the field of melodic, rhythm and melodic - rhythmic dictations. The use of Ulwila methods music notation could be exceptionally justified in the field of educational activities of kindergartens or school music education, and its introduction could certainly provide new opportunities for the development of inclusive solfeggio teaching.

Pilot Randomized Trial of Active Music Engagement Intervention Parent Delivery for Young Children With Cancer

Objectives To examine the feasibility/acceptability of a parent-delivered Active Music Engagement (AME + P) intervention for young children with cancer and their parents. Secondary aim to explore changes in AME + P child emotional distress (facial affect) and parent emotional distress (mood; traumatic stress symptoms) relative to controls. Methods A pilot two-group randomized trial was conducted with parents/children (ages 3-8 years) receiving AME + P ( n = 9) or attention control ( n = 7). Feasibility of parent delivery was assessed using a delivery checklist and child engagement; acceptability through parent interviews; preliminary outcomes at baseline, postintervention, 30 days postintervention. Results Parent delivery was feasible, as they successfully delivered AME activities, but interviews indicated parent delivery was not acceptable to parents. Emotional distress was lower for AME + P children, but parents derived no benefit. Conclusions Despite child benefit, findings do not support parent delivery of AME + P.

Pilot Randomized Trial of Active Music Engagement Intervention Parent Delivery for Young Children With Cancer.

To examine the feasibility/acceptability of a parent-delivered Active Music Engagement (AME + P) intervention for young children with cancer and their parents. Secondary aim to explore changes in AME + P child emotional distress (facial affect) and parent emotional distress (mood; traumatic stress symptoms) relative to controls. A pilot two-group randomized trial was conducted with parents/children (ages 3-8 years) receiving AME + P ( n = 9) or attention control ( n = 7). Feasibility of parent delivery was assessed using a delivery checklist and child engagement; acceptability through parent interviews; preliminary outcomes at baseline, postintervention, 30 days postintervention. Parent delivery was feasible, as they successfully delivered AME activities, but interviews indicated parent delivery was not acceptable to parents. Emotional distress was lower for AME + P children, but parents derived no benefit. Despite child benefit, findings do not support parent delivery of AME + P.

Singing and companionship in the Hawthorn University of the Third-Age Choir, Australia

The international University of the Third Age (U3A) embodies the principles of lifelong learning and personal fulfilment amongst members. The research reported in this article focused on the Choir of the U3A Hawthorn, Melbourne, Australia and the benefits perceived by members undertaking this active music engagement in non-competitive choral singing. This small-scale phenomenological qualitative case study is part of a wider study of active arts engagement by older people that began in 2008. This study was undertaken in 2013 and revealed that participants decided to join the group for a range of factors including a positive attitude to singing, convenience and a desire for social connectedness. Those interviewed considered ongoing choir membership an effective use of leisure time that also provided opportunities for shared learning and personal validation. The data were analysed using Interpretative Phenomenological Analysis (IPA) and are reported under two themes: music engagement and social connections. Membership of the Hawthorn U3A choir provided participants opportunities for friendship, companionship, happiness, a sense of belonging and acceptance.

Personal, musical and social benefits of singing in a community ensemble: Three case studies in Melbourne (Australia)

Australia has a diverse, multilayered society that reflects its rich musical life. There are many community choirs formed by various cultural and linguistically diverse groups. This article is part of an ongoing project, Well-being and ageing: community, diversity and the arts (since 2008), undertaken by Deakin University and Monash University, that explores the cultural diversity within Australian society and how active music engagement fosters well-being. The singing groups selected for this discussion are the Skylarkers, the Bosnian Behar Choir, and the Coro Furlan. The Skylarkers and the Bosnian Behar Choir are mixed groups who respectively perform popular music from their generation and celebrate their culture through music. The Coro Furlan is an Italian male choir who understand themselves as custodians of their heritage. In these interpretative, qualitative case studies semi-structured interviews were undertaken and analyzed using Interpretative Phenomenological Analysis. In this approach there is an exploration of participants’ understanding of their lived experiences. The analysis of the combined data identified musical and social benefits that contribute to participants’ sense of individual well-being. Musical benefits occurred through sharing, learning and singing together. Social benefits included opportunities to build friendships, overcome isolation and gain a sense of validation. Many found that singing enhanced their health and happiness. Active music making in community choirs and music ensembles continues to be an effective way to support individuals, build community, and share culture and heritage.

Self-Perceived Influences on Musically Active Nonmusic Majors Related to Continued Engagement

This study investigated influences encouraging active music engagement beyond the high school and college years among nonmusic majors who are actively engaged in music. A web survey yielded a 50% response rate ( N = 476) from nonmajor students enrolled in performing organizations at a large Midwestern public university, whose responses addressed music activities in and out of school environments, influences on starting and continuing participation during high school and college, and whether ensemble directors promoted continued engagement. Results indicated high amounts of intrinsic motivation in both settings and active diverse curricular and noncurricular participation in music during high school. However, respondents indicated limited music activity outside of the college ensemble; indeed, a majority said they would not have sought a way to continue had it not been for the availability of a university ensemble that welcomed nonmajors. High school directors provided more encouragement to continue than college directors.

A place for singing: Active music engagement by older Chinese Australians

Positive, active engagement in community singing groups can provide emotional, social, cognitive and physical benefits to older participants. This article explores these benefits through the experiences of a group of older Chinese Australians still active in their local community. Using a qualitative, phenomenological case study approach, it draws on the participants’ own understandings and experiences with singing and music. In settings such as this, language barriers can compound social isolation and loneliness in individuals, and may hamper studies of culturally and linguistically diverse older people. Thus, participants were interviewed in their first language, Mandarin Chinese. The data from these interviews were thematically analysed using Interpretative Phenomenological Analysis (IPA), which explores how participants make sense of their personal and social world. Four broad themes were identified from the data: Emotional well-being, connections with the past, shared interests and mental and physical well-being. Each of these themes is explored in the article through the words and experiences of the participants.

Active Music Engagement with Emotional-Approach Coping to Improve Well-being in Liver and Kidney Transplant Recipients

Liver and kidney transplant recipients report elevated psychological distress following transplant in comparison to other types of organ transplant recipients. Negative affective states can lead to immune dysregulation and adverse health behaviors, and therefore may contribute to disease. In contrast, positive affective states can broaden individuals' thoughts and actions to promote the accumulation of coping resources. Coping strategies have traditionally been conceived of as being either problem-focused or emotion-focused in nature, while contemporary theory and research supports a different division: approach-oriented strategies versus avoidance-oriented strategies. Emotional expression and processing may function as an approach-oriented coping strategy. Emotional-approach coping relates to the use of emotional expression, awareness and understanding to facilitate coping with significant life stressors. The current study evaluated the impact of music therapy with and without a specific emphasis on emotional-approach coping. This randomized, controlled trial aimed to use Active Music Engagement with Emotional-Approach Coping to improve well-being in post-operative liver and kidney transplant recipients (N = 29). Results indicated that music therapy using Emotional-Approach Coping led to significant increases in positive affect, music therapy using Active Music Engagement led to significant decreases in pain, and both conditions led to significant decreases in negative affect, an indicator of perceived stress/anxiety.