The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
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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Cited by
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Music as a coevolved system for social bonding
Savage, P. E., Loui, P., Tarr, B., Schachner, A., Glowacki, L., Mithen, S., & Fitch, W. T. (2020) · Behavioral and Brain Sciences · doi:10.1017/s0140525x20000333 · Cited by 645
Keller, P. E., Novembre, G., & Hove, M. J. (2014) · Philosophical Transactions of the Royal Society B: Biological Sciences · doi:10.1098/rstb.2013.0394 · Cited by 466
Benefits of a bedtime routine in young children: Sleep, development, and beyond.
Mindell, J. A., & Williamson, A. A. (2018) · Sleep medicine reviews · doi:10.1016/j.smrv.2017.10.007 · Cited by 360
Music, empathy and cultural understanding
Clarke, E., DeNora, T., & Vuoskoski, J. K. (2015) · Physics of Life Reviews · doi:10.1016/j.plrev.2015.09.001 · Cited by 359
The neural pathways, development and functions of empathy
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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
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