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.

该数据集包含了研究中使用的两个任务所涉及的数据集和刺激材料。本研究由佩尔塞福尼·塔扎基（Persefoni Tzanaki）在谢菲尔德大学音乐系（Department of Music, University of Sheffield）进行，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）和詹妮弗·麦克里奇（Dr Jennifer MacRitchie）。谢菲尔德大学（United Kingdom）音乐伦理委员会（The Department of Music Ethics Committee at the University of Sheffield）已批准该项研究（参考编号050324）。所有实验均按照大学指南和相关法规进行。研究的手稿即将提交同行评审和发表。论文发表后，将提供链接。仅包括那些同意将数据上传至ORDA的参与者的数据。有关文件的更多信息，请参阅附带的README文件。摘要：本研究借鉴了近期提出的一个框架，该框架支持音乐互动中同理心与人际同步之间的双向关系，并探究了儿童音乐创作参与中这一关系的三个新颖方面。72对小学儿童参与了两个音乐任务，考察了以下方面：a）儿童的特质同理心对实现人际同步的影响；b）同步对简短音乐互动后社会联结和状态同理心的影响；c）特质和实验性引发的同理心在调节同步的联结效应中的作用。研究发现，认知和情感同理心有助于儿童之间实现同步，尤其是在呈现不稳定敲击的互动中。此外，简短同步的音乐互动促进了参与者之间的状态同理心；然而，在简短互动任务中的感知失同步并不足以减弱音乐参与的联结效应。此外，参与者性别构成和参与者之间的熟悉程度成为混杂因素，影响了人际同步及其社会结果的强度。这是首个实证研究，探讨儿童在同理与同步之间的相互作用的多方面，为未来探索允许双向关系的机制铺平道路。研究结果表明，旨在利用同理与同步之间的相互作用来促进儿童的音乐和社会发展的音乐干预措施提供了信息。