Description
Kochergina S. G. Emotsionalnaya otzyvchivost na muzyku kak komponent obshchego razvitiya mladshikh shkolnikov: Dis. na soisk. uch. stepeni kand. psikhol. nauk = [The emotional responsiveness to music as component of general evolution among junior schoolchildreb] / Mosk. gor. psikhologo-ped. un-t. — M., 2015. — 172 s. — URL: https://psychlib.ru/inc/absid.php?absid=242660.
Rubrics:
• Child psychology → Educational psychology
Abstract:
The gender, age and personality-connected features of the formation of emotional responsiveness to music among children in 1-2 grades are investigated here. Here is discussed the author's methodology for assessing emotional responsiveness to music on subtests "VideoTest" and "Emotional understanding of the listening piece". It was shown, an emotional reaction to music is well developed yet in first-graders, when an emotional comprehension of music is difficult for significant part of students sample. Such difficulties are associated with level of general intellectual evolution and with evolution of special musical abilities. Training on the author`s program revealed positive changes in emotional and intellectual-creative development in the experimental group (by mimic and motor reactions, emotional activity, interest, expansion of the emotional vocabulary, interpersonal relations, cognitive activity, cognitive indicators, ets.). The results of this experimental training of first-graders were stable after 12 months.
The gender, age and personality-connected features of the formation of emotional responsiveness to music among children in 1-2 grades are investigated here. Here is discussed the author's methodology for assessing emotional responsiveness to music on subtests "VideoTest" and "Emotional understanding of the listening piece". It was shown, an emotional reaction to music is well developed yet in first-graders, when an emotional comprehension of music is difficult for significant part of students sample. Such difficulties are associated with level of general intellectual evolution and with evolution of special musical abilities. Training on the author`s program revealed positive changes in emotional and intellectual-creative development in the experimental group (by mimic and motor reactions, emotional activity, interest, expansion of the emotional vocabulary, interpersonal relations, cognitive activity, cognitive indicators, ets.). The results of this experimental training of first-graders were stable after 12 months.
• Open description in electronic catalog: 242660
