Actions and feelings in sync: Exploring the reciprocal relationship between synchrony and empathy in children's dyadic musical interactions: Datasets and stimuli

The files contain the datasets and stimuli used in the two tasks of the study. The study is part of a PhD project conducted by Persefoni Tzanaki at the Department of Music (University of Sheffield) in collaboration with Prof Tuomas Eerola from Durham University.Supervisors: Prof Renee Timmers, Prof Nicola Dibben and Dr Jennifer MacRitchie.The Department of Music Ethics Committee at the University of Sheffield (United Kingdom) approved the study (Reference Number 050324). All experiments were conducted in accordance with the University’s guidelines and relevant regulations.The study's manuscript will soon be submitted for peer review and publication. A link to the paper will be provided when it is published.Only data of participants who provided consent for their data to be uploaded to ORDA are included here.More information about the files can be found in the README file attached.Abstract:Drawing from a recently proposed framework supporting a bidirectional relationship between empathy and interpersonal synchrony in musical interactions, the present study investigated three novel aspects of this relationship within children's music-making engagements. Seventy-two pairs of primary school children participated in two musical tasks, examining a) the impact of children's trait empathy on achieving interpersonal synchrony, b) synchrony’s effects on social bonding and state empathy following brief musical interactions, and c) the role of trait and experimentally-induced empathy in moderating the bonding effects of synchrony. Findings revealed that cognitive and affective empathy contributed to children's ability to synchronise with one another, particularly in interactions presenting unstable tapping. Furthermore, brief synchronous musical interactions promoted state empathy within pairs; however, perceived asynchrony during a brief interactional task was not sufficient to diminish the bonding effects of musical engagement. Moreover, pairs’ gender composition and familiarity within pairs emerged as confounding factors, influencing interpersonal synchrony and the intensity of its social outcomes. This is the first empirical study investigating multiple aspects of the interplay between empathising and synchronising in children, paving the way for future exploration of the mechanisms allowing for a bidirectional relationship. The study outcomes aim to inform musical interventions leveraging the interplay between empathy and synchrony to nurture children’s simultaneous musical and social development.

本研究之文件收录了用于两项研究任务的.dataset与刺激材料。该研究为佩尔塞フォ妮·塔纳基（Persefoni Tzanaki）在谢菲尔德大学音乐系（Department of Music, University of Sheffield）进行的研究生项目的一部分，并与达勒姆大学的图奥马斯·艾罗拉（Prof Tuomas Eerola）教授合作完成。指导教师包括雷内·蒂默斯（Prof Renee Timmers）、尼古拉·迪本（Prof Nicola Dibben）及詹妮弗·麦克里奇（Dr Jennifer MacRitchie）。谢菲尔德大学音乐伦理委员会（University of Sheffield Music Ethics Committee，位于英国）已批准该项研究（参考编号050324）。所有实验均遵循大学指南及相关法规进行。研究的手稿即将提交同行评审并发表。论文发表后将提供链接。仅包括同意将数据上传至ORDA的参与者的数据。关于文件的更多信息可在附带的README文件中找到。摘要：本研究所采用的框架为音乐互动中同理心与人际同步之间的双向关系提供支持，近期提出。本研究在儿童音乐创作活动中，探讨了这一关系的三项新特征。72对小学生参与了两个音乐任务，旨在考察：a）儿童的特质同理心对其实现人际同步的影响；b）同步在短暂的音乐互动后对社交联结及状态同理心的影响；以及c）特质同理心与实验性引起的同理心在调节同步的联结效应中的作用。研究发现，认知与情感同理心有助于儿童实现相互同步，特别是在呈现不稳定敲击的互动中。此外，短暂的同步音乐互动促进了同伴间的状态同理心；然而，在短暂的互动任务中感知到的非同步并不足以减弱音乐参与带来的联结效应。此外，同伴的性别构成以及同伴间的熟悉程度成为混淆因素，影响了人际同步及其社会结果的强度。这是首次实证研究，探讨儿童在同理与同步互动中的多个方面，为未来探索允许双向关系的机制铺平了道路。本研究成果旨在为利用同理心与同步之间的互动来促进儿童音乐与社交同步发展的音乐干预措施提供参考。