Publications by authors named "E G Schellenberg"

Music training is widely claimed to enhance nonmusical abilities, yet causal evidence remains inconclusive. Moreover, research tends to focus on cognitive over socioemotional outcomes. In two studies, we investigated whether music training improves emotion recognition in voices and faces among school-aged children.

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Many studies have linked musical expertise with nonmusical abilities such as speech perception, memory, or executive functions. Far fewer have examined associations with basic auditory skills. Here, we asked whether psychoacoustic thresholds predict four aspects of musical expertise: music training, melody perception, rhythm perception, and self-reported musical abilities and behaviors (other than training).

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Article Synopsis
  • A guided peer-support program called "Get-togethers" was created in Switzerland to help Young Carers (YCs) reflect on their experiences and connect with others.
  • An evaluation through questionnaires and documentation analysis from 17 events showed that the program mostly achieved its goals of strengthening support, promoting life skills, enhancing social networks, and encouraging inclusion among YCs.
  • However, while the program met many needs, it struggled to engage younger and male YCs, indicating the need for more targeted support initiatives.
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Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experimental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental influences, but differences in emphasis-nature versus nurture-have been a source of tension throughout the history of psychology.

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