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As vocalizações de bebés de 9 a 11 meses face à música e à linguagem : análise efectuada por juízes especializados
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Tendo por tema o desenvolvimento de competências musicais a partir da observação das vocalizações de bebés, a presente dissertação insere-se no debate relativo à hipótese de uma competência musical diferenciada de outras competências humanas, entre elas, a linguagem verbal. Além disso, apoia-se nos dados obtidos por outros investigadores, os quais revelam a existência de respostas com carácter
especificamente musical (Gordon, 2000b; Moog, 1976; Sloboda, 2000; Hargreaves, 2001). A abordagem adoptada neste estudo é de carácter experimental, apoiando-se no tratamento estatístico de uma amostra por meio de testes, de modo a salientar regularidades e relações. Assim, procurou-se saber se há respostas musicais diferenciadas das linguísticas num corpus de vocalizações produzidas por bebés dos 9 aos 11 meses na sequência de dois tipos de estímulo, o musical e o linguístico-verbal. Para tal, recorreu-se à avaliação das referidas vocalizações por dois grupos de juízes, cujas decisões foram depois sujeitas a testes de fiabilidade.
Os resultados indicam que é possível encontrar alguma coerência entre juízes e considerar que há indícios que apontam para respostas musicais diferenciadas em relação a outros tipos de resposta, como sejam as linguísticas verbais. Paralelamente, foi identificado um problema que ainda não recebeu a devida atenção em psicologia do desenvolvimento musical, designadamente, ao nível da percepção das unidades musicais, por adultos. Desta forma, a dissertação aponta a necessidade de se explorarem também os critérios de identificação de características musicais e do seu funcionamento quer no contexto do desenvolvimento dos bebés quer no âmbito das representações mais estáveis da idade adulta.
This dissertation deals with the topic of musical competence by observing vocalisations made by babies. It is therefore concerned with the hypothesis that musical competence exists and is different from other human competences, namely, articulated speech. In this context, it draws upon data provided by current research which has pointed out a close connection between stimuli and responses in a musical environment. An experimental approach is adopted which consists in a statistical analysis of a sample based on the appropriate tests to identiíy patterns and relationships. This dissertation thereby aims at answering the question whether clear musical vocalisations occur in a corpus of responses of a group of 9 to 11 months old babies to musical and linguistic stimuli. ln order to achieve this goal, all vocal responses were assessed by two groups of judges, and statistical tests were subsequently applied to their judgments. The data show some degree of coherence among judges, which supports the claim that musical responses contrast with other types of response, such as the linguistic ones. In addition, a further question is focused which has drawn little attention from those working on musical development psychology, and yet it is linked to the discussion of how adults perceive musical units. This study therefore underlines the need for criteria which enable musical characteristics and their function to be identified in terms of the development of babies and the comparatively stable representations of adulthood.
This dissertation deals with the topic of musical competence by observing vocalisations made by babies. It is therefore concerned with the hypothesis that musical competence exists and is different from other human competences, namely, articulated speech. In this context, it draws upon data provided by current research which has pointed out a close connection between stimuli and responses in a musical environment. An experimental approach is adopted which consists in a statistical analysis of a sample based on the appropriate tests to identiíy patterns and relationships. This dissertation thereby aims at answering the question whether clear musical vocalisations occur in a corpus of responses of a group of 9 to 11 months old babies to musical and linguistic stimuli. ln order to achieve this goal, all vocal responses were assessed by two groups of judges, and statistical tests were subsequently applied to their judgments. The data show some degree of coherence among judges, which supports the claim that musical responses contrast with other types of response, such as the linguistic ones. In addition, a further question is focused which has drawn little attention from those working on musical development psychology, and yet it is linked to the discussion of how adults perceive musical units. This study therefore underlines the need for criteria which enable musical characteristics and their function to be identified in terms of the development of babies and the comparatively stable representations of adulthood.