A neurodevelopmental disorders perspective into music, social attention, and social bonding

Kasdan, Anna; Gordon, Reyna L.; Lense, Miriam D.

doi:10.1017/s0140525x20001302

Cited by 2 publications

(2 citation statements)

References 37 publications

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“…This theory posits that musicality, or the set of capacities enabling humans to engage in musical behaviors, co‐evolved alongside the development of human society to support humans' ability to form and strengthen interpersonal bonds. Our findings here linking children's musical engagement with both musical interactions and broader interpersonal skills, which in turn connect with communication skills, complement evolutionary perspectives and emphasize music's social and interactive nature that manifests in a variety of contexts and across neurodiverse populations (Kasdan et al, 2021).…”

Section: Discussionsupporting

confidence: 70%

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

Fram,

Liu,

Lense

2024

Autism Research

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Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music‐making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14–36 months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent–child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent–child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills.

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Section: Discussionsupporting

confidence: 70%

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

Fram,

Liu,

Lense

2024

Autism Research

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“…Both theories are compelling and well supported by evidence in a variety of domains. Many of their associated commentaries addressed their strengths, including the MSB hypothesis’s discussion of groove (Ashley, 2021) and explanatory power for the development of mother-child interactions (Dissanayake, 2021), the credible-signaling theory’s clearly adaptationist framework (Pinker, 2021) and potential support from existing experimental frameworks such as the signaling-game model (Lumaca et al, 2021), and both hypotheses’ potential implications for the neurobiology of developmental disorders (Kasdan et al, 2021). Other commentaries have offered critiques, including defenses of the by-product theory of musical evolution (Lieberman & Billingsley, 2021; Stewart-Williams, 2021), calls to shift the terms of the theorized selection processes (Atzil & Abramson, 2021; Eirdosh & Hanisch, 2021), or an overall hesitance regarding theories of musical evolution claiming broad, unitary, explanatory power (Harrison & Seale, 2021).…”

Section: Competing Theories Of Musical Evolutionmentioning

confidence: 99%

Music in the Middle: A Culture-Cognition-Mediator Model of Musical Functionality

Fram

2023

Perspect Psychol Sci

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Music is both universal, appearing in every known human culture, and culture-specific, often defying intelligibility across cultural boundaries. This duality has been the source of debate within the broad community of music researchers, and there have been significant disagreements both on the ontology of music as an object of study and the appropriate epistemology for that study. To help resolve this tension, I present a culture-cognition-mediator model that situates music as a mediator in the mutually constitutive cycle of cultures and selves representing the ways individuals both shape and are shaped by their cultural environments. This model draws on concepts of musical grammars and schema, contemporary theories in developmental and cultural psychology that blur the distinction between nature and nurture, and recent advances in cognitive neuroscience. Existing evidence of both directions of causality is presented, providing empirical support for the conceptual model. The epistemological consequences of this model are discussed, specifically with respect to transdisciplinarity, hybrid research methods, and several potential empirical applications and testable predictions as well as its import for broader ontological conversations around the evolutionary origins of music itself.

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A neurodevelopmental disorders perspective into music, social attention, and social bonding

Cited by 2 publications

References 37 publications

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

Music in the Middle: A Culture-Cognition-Mediator Model of Musical Functionality

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