Jelena Davidova, Galina Zavadska, Asta Rauduvaite, Ming-Jen Chuang


In the present article, the psychological aspects of the development and process of coordination between 6-8 years old children’s musical hearing and vocal apparatus are considered, among which an important role is played by such cognitive processes as music perception, representation of musical hearing, musical thinking, musical memory and self-control. This research aims at studying the psychological aspects of the process of coordination of musical hearing and vocal apparatus between 6-8 years old children.


coordination between musical hearing and vocal apparatus; music perception; representations of musical hearing, musical thinking; musical memory; self-control

Full Text:



Apfelstadt, A. (1988). What makes children sing well? Research in Music Education, 2(12), 27-32.

Banton, L. (1995). The role of visual and auditory feedback during the sight-reading of music. Psychology of Music, 23, 3-16.

Barret, M. (1997). Invented notations: A view of young children's musical thinking. Research Studies in Music Education,8, 2-14.

Davidova, J., Zavadska, G., Rauduvaite, A. & Chuang, M.-J. (2015). Physiological Features of Developing 6-8 -year-old Children’s Vocal Apparatus. Problems in Music Pedagogy, 14, (1), 119-129.

Deutsch, D. (2013). The processing of pitch combinations. In D. Deutsch (Ed.), The Psychology of Music. San Diego: Elsevier, 249–325.

Eckman, L. (1998). Self-control Skills for Children. Helping children at home and school: Handouts from your school psychologist. Retrieved 16.04.2015 from

Esposito, A. & Serio, M. (2007). Children’s perception of musical emotional expressions. In Verbal and Nonverbal Communication Behaviours.Berlin: Springer Berlin Heidelberg, 51-64.

Feierabend, J. (2015). Music and Intelligence in the Early Years. Retrieved 16.04.2015 from

Finney, S. & Palmer, C. (2003). Auditory feedback and memory for music performance: Sound evidence for an encoding effect. Memory & Cognition, 31 (1), 51-64.

Gardner, H. (1999). Intelligence Reframed. New York: Basic Books.

Glaze, L., Bless, D., Milenkovic, P. & Susser, R. (1988). Acoustic characteristics of children's voice. Journal of Voice, 2, (4), 312–319.

Goetze, M., Cooper, N. & Brown, C. (1990). Resentresearch on singing in the general music classroom. In D. Deutsch (Ed.), The Psychology of Music. San Diego: Academic Press Series in Cognition and Perception.

Gordon, D. S. (1985). A survey of literature and practice in assisting the pitch-defective singer in the elementary school. In Pennsylvania Music Educators Association: Bulletin of Research in Music Education, 16, 11-18.

Gordon, E. (1990). Learning Sequences in Music: Skill, content, and patterns. Chicago: G.I.A.

Greene, M. & Mathieson, L. (2001). The Voice and its Disorders. Philadelphia: Whurr.

Hallam, S., Gross, I. & Thaut, M. (2009). The Oxford Handbook of Music Psychology. Oxford, UK: Oxford University Press.

Harris, T., Harris, S. et al. (1998). Teaching singing to children and young adults. The Voice Clinic Handbook. London: Whurr.

Hennessy, S. (1998). Coordinating Music across the Primary School. London: Routledge.

Hirano, M., Kurita, S. & Nakashima, T. (1983). Growth, development and aging of human vocal fold. In D. M. Bless, & J. W. Abbs (Eds.), Vocal Fold Physiology. San Diego: College Hill Press, 22-43.

Jones, R., Fay, R. & Popper, A. (Eds.). (2010). Music Perception. New York: Springer.

Korenman, L. & Peyhircioglu, Z. (2007). Individual differences in learning and remembering music: Auditory versus visual presentation. Journal of Research in Music Education, 55, (1), 48-64.

McLeod, S. (2007). Stages of Memory - Encoding Storage and Retrieval. Retrieved 21.04.2015 from

McAllister, A. & Sjölande, P. (2013). Children's voice and voice disorders. Seminars in Speech and Language, 34(2), 71-79. Retrieved 18.04.2015 from

McPherson, G. (Ed). (2006). The Child as Musician: A handbook of musical development. Oxford: Oxford University Press.

Pribujsiene, R., Uloza, V. & Kardisiene, V. (2011). Voice characteristics of children aged between 6 and 13 years: Impact of age, gender, and vocal training. Unbound Medline, 36(4), 150-155. Retrieved 12.04.2015 from

Roberts, L. A. (1986). Modality and suffix effects in memory for melodic and harmonic musical materials. Cognitive Psychology, 18, 123-157.

Russell, J. (1997). A place for every voice: The role of culture in the development of singing expertise. Journal of Aesthetic Education, 31(4), 95-109.

Russell, J. (2003). Singing “practice” and the importance of community. Canadian Music Educator, 45(2), 15-19.

Sataloff, R. T. (1998). Vocal Health and Pedagogy. San Diego: Singular Publishing.

Schacter, D., Gilbert, D. & Wegner, D. (2011). Psychology. Retrieved 14.04.2015 from

Seashore, C. E. (1967). Psychology of Music. New York: Dover Publications.

Shaw, J. (2013). Strategies for working with inaccurate singers. Illinois Music Education Conference Peoria, Illinois. Retrieved 11.04.2015 from

Sloboda, J. A. (1988). The Musical Mind: The cognitive psychology of music. Oxford: Oxford University Press.

Smith, R. (1963). The effect of group vocal training on the singing ability of nursery school children. Journal of Research in Music Education, (11), 137-141.

Sundberg, J. (1987). The Science of the Singing Voice. Illinois: Northern Illinois University Press.

Thurman, L. & Welch, G. (Eds). (2000). Body Mind and Voice: Foundations of voice education. Collegeville, MN: The Voice Care Network.

Trehub, S., Schneider, B., Morrongiello, B. & Thorpe, L. (1988). Auditory sensitivity in school-age children. Journal of Experimental Child Psychology, 46(2), 273-285.

Veloso, A. (2010).Analyzing the Development of Children’s Musical Thinking through Music Composition Activities. Retrieved 16.04.2015 from

Wallace, W., Siddiqua, N. & Harun-ar-Rashid, A. (1994). Memory for music: Effects of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20 (6), 1471–1485.

Wilson, S. & Saling, M. (2008). Contributions of the right and left medial temporal lobes to music memory: Evidence from melodic learning difficulties. Music Perception, 25(4), 303–314.

Выготский, Л. (1999). Мышление и речь [Thinking and Speech]. Москва: Лабиринт (in Russian).

Назайкинский, Е. (1972). О психологии музыкального восприятия [On Psychology of Music Perception]. Mосква: Музыка (in Russian).

Орлова, А., Эстрова, П., Калмыкова, А. (2013). Особенности развития детского голоса в онтогенезе [Features of developing children’s voice during ontogeny]. Специальное образование, (4), 92-104 (in Russian).

Подуровский, В., & Суслова, Н. (2001). Психологическая коррекция музыкально-педагогической деятельности [Psychological Correction of Musical and Educating Activity]. Москва: Владос (in Russian).

Рубинштейн, С. (1999). Основы общей психологии [Basics of General Psychology]. Москва: Питер (in Russian).

Тарасова, К. (1988). Онтогенез музыкальных способностей [Ontogeny of Musical Abilities]. Москва: Педагогика (in Russian).

Теплов, Б. (1947). Психология музыкиимузыкальных способностей [Psychology of the Music and Musical Abilities]. Москва, Ленинград (in Russian).



  • There are currently no refbacks.