Age Changes in the Ability to Interpret Affect in Sung and Instrumentally-Presented Melodies

Abstract

The purpose of this study was to determine the age at which children begin to recognise the affective qualities in sung and instrumentally-presented melodies. Four, seven, and nine-year-old children who had been pretested for comprehension of emotional concepts listened to melodies that had been rated by adults as either (1) happy, (2) sad, (3) angry, or (4) frightened- sounding. The melodies were presented in two modalities: soprano voice singing nonsense syllables, and viola. Overall volume levels were held constant, although many other features were varied. The data indicated that thete are age changes in this ability, that modality does in some instances play a role in emotional comprehension, and that some of the emotions are easier to interpret than others. There are also interaction effects among the factors.