プログラム・要旨：第10回 国際シンポジウムToward a Richer Description of Vocalization and Musicality in Early Caregiver-Child Interactions （2012・1・26開催）

プログラム

Schedule

26th January 2012 (Thursday)

13:00-13:10
1. Introduction
Akira Takada (Kyoto University)

13:10-14:30
Musical emotions for teaching and therapy: Sharing stories of discovery, hope and joy in moving sound
Colwyn Trevarthen (The University of Edinburgh)

14:30-15:30
Qualities of early infant vocalization and the sense of belonging
Maya Gratier (Université Paris Ouest Nanterre La Défense)

15:30-16:30
Musical motivation in infant-caregiver interaction
Yohko Shimada (Kyoto University)

16:30-17:30
Adults’ Abilities to Differentiate between Song-like and Speech-like Babblings:
An Exploration of Why Some Toddlers Sing More than Others
Mayumi Adachi (Hokkaido University)

18:00-20:00
Reception

Each slot includes talk and discussion. All talks are given in English without translation. Discussion can be made either in English or in Japanese. Admission free for attending the symposium. For the reception, contribution of 1000-2000 a person will be required.

（いずれの発表も質疑の時間を含みます．発表は英語で行います．通訳はつきません．討論は日本語・英語のどちらでもよいです．国際シンポジウムは無料，懇親会では1000～2000円程度の会費を徴収する予定です）

主催：科学研究費補助金 若手研究(S) 「養育者－子ども間相互行為における責任の文化的形成」
代表：高田明

問い合わせ：京都大学CCIプロジェクト室 平井久美
Email: cci_cr10［at］asafas.kyoto-u.ac.jp
※［at］ は＠に変更してください。

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要旨

1.Colwyn Trevarthen (The University of Edinburgh)

Musical emotions for teaching and therapy: Sharing stories of discovery, hope and joy in moving sound

We share feelings and hopes in the rhythms and patterns of all the gestures of our body, but especially by vocal sounds from within the body — calling one another in song, in cries and in the prosody of speaking, telling our stories. Newborn babies vocalize in simple ways, but they express different feelings clearly, and they can make attractive ‘coo’ sounds in rhythm with a parent’s musical ‘baby-talk’. And the changing gestures of their active bodies display narrative forms that invite sympathetic interpretation from a sensitive partner and bring the pleasure of learning together. Soon baby and parent are improvising ritual performances of proto-conversation, action games and poetic songs. These, besides building joyful, teasing friendship, act as a bridge to language, and to other meaningful cultural skills. As the baby’s body grows in strength and motor ability, self-expression with the body and its sounds brings delight in musical play. Toddlers create their own ‘musical culture’. This early ‘communicative musicality’ is essential to the cultivation of more formal practices of teaching, and to all kinds of therapy intended to help a child relate emotionally with other people, and to find joy in shared discovery.

2.Maya Gratier (Université Paris Ouest Nanterre La Défense)

Qualities of early infant vocalization and the sense of belonging

Like the young of most other species, human infants use acoustic signals such as cry vocalisation and other vocal sounds to ellicit adaptive maternal care from birth. But the non-cry vocalisations that human infants begin to produce around 6 to 8 week after birth are crucial in the establishment of creative routines of enjoyable and motivating exchanges between parents and babies. The particular qualities of the human infant voice may not only support the function of obtaining high quality care from others but also ensure that a community of close others take an interest in the infant’s motives for cultural belonging. The qualities and affordances of early social vocalisations change over the first months of life as the motives and forms of social interaction develop. The study I present traces the development of early vocalisation in solitary exploration and social engagement with parents and seeks evidence that before the infant begins to babble, at about 6 months of age, vocal signature tunes and styles of communication give rise to a preverbal embodied and musical sense of belonging.

3.Yohko Shimada (Kyoto University)

Musical motivation in infant-caregiver interaction

Harmony of sound is thought to be an important factor of music as well as rhythm and melody. In this study, overlapping voice of 18-month-old infants and the mothers was considered as vocal harmony in a primitive style. I conducted a semi-experiment in which the pairs interacted naturally in two experimental conditions: 1) the mothers tried to overlap their vocalization on the infants’ 2) the mothers tried not to overlap their voice on the infants’. As a result, the infants showed rhythmical repetition of vocalization, screaming and laughing more frequently in the “overlap” condition. It seemed that harmony of vocalization elicited another factor of music, rhythmic vocalization, as well as playful excitement. When voices of an infant and the other meet, precursor of “harmony” occurs, and it could increase musical quality in their interaction. The results will be discussed as early motivation to musicality in the process of cultural formation of music.

4.Mayumi Adachi (Hokkaido University)

Adults’ Abilities to Differentiate between Song-like and Speech-like Babblings: An Exploration of Why Some Toddlers Sing More than Others

In the past few years, I have been investigating whether parents and young adults (prospective parents) can distinguish two types of babblings: song-like and speech-like. These two types of babblings are considered to be rudiments of later development of songs and speech, respectively. Researchers in early musical development have claimed that song-like babblings are generated more in musical than in non-musical contexts. This claim appears to be true, not acoustically but psychologically: Even though acoustical features of a 19-month-old Japanese toddler’s babblings between those produced during infant-directed singing and those produced during infant-directed speech were not different, Japanese mothers, fathers, and young adults perceived the toddler’s babblings during his mother’s infant-directed songs as more like singing than talking, and vice versa. When listeners differentiate babblings, some used acoustical cues more consistently than others, implying individual differences in their sensitivities to the toddler’s vocal cues. I speculate that such individual differences may influence how parents shape their baby’s ambiguous babblings into the world of singing.