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Long-term musical group interaction has a positive influence on empathy in children
Open accessAbstract
Musical group interaction (MGI) is a complex social setting requiring certain cognitive skills that may also elicit shared psychological states. We argue that many MGI-specific features may also be important for emotional empathy, the ability to experience another person’s emotional state. We thus hypothesized that long-term repeated participation in MGI could help enhance a capacity for emotional empathy even outside of the musical context, through a familiarization with and refinement of MGI empathy-promoting musical components (EPMCs). We tested this hypothesis by designing an MGI programme for primary school children consisting of interactive musical games implementing various EPMCs. We ran the programme for an entire school year and compared the emotional empathy of MGI children to control children using existing and novel measures of empathy before and after the programme. Our results support our hypothesis: MGI children showed higher emotional empathy scores after the study compared to its beginning, and higher scores than control children at the end of the study. These findings shed new light on the emotional processes involved in musical interaction and highlight the remarkable potential of MGI for promoting positive social-emotional capacities such as empathy.
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“Music is also thought to promote prosocial skills through engagement in synchronous, music-related behaviors (e.g., moving rhythmically, singing with others) [120-122].”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [120]
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“Along these lines, several longitudinal studies have found benefits in such types of domains: emotional development and empathy (Rabinowitch et al., 2013), prosocial skills (Schellenberg et al., 2015), self-esteem (Costa-Giomi, 2004;Rickard et al., 2013), academic self-esteem (Degé et al., 2014;Degé & Schwarzer, 2018), and mood and quality of life (Seinfeld et al., 2013).”
From Please don't stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence (2022) · cites this paper as Rabinowitch et al., 2013
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“Rabinowitch, Cross, and Burnard (2013) find that children in musical group interactions show greater emotional empathy than the control group.”
From The relationship between musical development and social inclusion in small-group instrumental teaching (2026) · cites this paper as Rabinowitch, Cross, and Burnard (2013)
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Metadata
- Authors
- Rabinowitch, T.-C., Cross, I., & Burnard, P.
- Affiliations
- University of Cambridge (GB)
- Venue
- Psychology of Music
- Publisher
- SAGE Publications
- Published
- 2012-04-13
- Volume
- 41
- Issue
- 4
- Pages
- 484-498
- ISSN
- 0305-7356 (ISSN-L)
- 1741-3087
- OpenAlex
- W2124514031
- Cited by
- 387
- References
- 60
- Citations by year
- 2026: 18 · 2025: 23 · 2024: 70 · 2023: 38 · 2022: 50 · 2021: 41 · 2020: 25 · 2019: 17 · 2018: 26 · 2017: 19 · 2016: 19 · 2015: 22 · 2014: 11 · 2013: 4 · 2012: 4
- FWCI
- 289.50
- Type
- journal article
- Language
- en
- Open access
- Locations
- Psychology of Music (publishedVersion)
- Apollo (University of Cambridge) (submittedVersion)
- Apollo
- Funders
- Hebrew University of Jerusalem
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
- Social Sciences › Psychology › Social Psychology › Action Observation and Synchronization
- Keywords
- affective empathy, children, social-emotional development, music education, elementary school students, long-term intervention
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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