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It follows developmental study designs that track the same child across childhood and adolescence, focusing on musicality, singing, and related music behaviors. Across 41 studies, findings are organized into six themes: music focused, language and music, education oriented, impairment, and family and cultural context. Key observations discuss the absence of a stage-like cognitive-musical pattern, the value of cross-cultural comparisons, and shifts in attention toward everyday spontaneous musical behavior, ending with suggestions for theoretical articulation.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/the-development-of-musicality-a-review-of-longitudinal-studies/173337/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/the-development-of-musicality-a-review-of-longitudinal-studies/173337.png","ImageObject",442,249,{"name":88,"@type":89},"Hazel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-19","2026-09-01",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What research approach does the review focus on?","Question",{"text":109,"@type":110},"The review focuses on longitudinal methodological research that studies the same child (or children) over an extended period to track the emergence and trajectory of musical skills and behaviors.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How many longitudinal studies are included and how are they organized?",{"text":114,"@type":110},"The review includes 41 research reports and journal articles, grouped into six sub-themes based on research focus, including music, language and music, effects on musicality, education, impairment, and family/cultural context.",{"name":116,"@type":107,"acceptedAnswer":117},"What key conclusions does the review highlight about cognitive-musical development?",{"text":118,"@type":110},"The review reports that no definitive stage-like picture of cognitive-musical development emerges across the studies. It also emphasizes that understanding links between language development and musicality benefits from cross-cultural comparison and notes a growing emphasis on documenting everyday spontaneous musical behavior.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},173337,1791715937,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Title:\nThe development of musicality: A review of longitudinal studies.\nAuthors:\nMichael A. Forrester & Emma Borthwick-Hunter\nInstitution: School of Psychology, University of Kent, Canterbury, England\n\u000f\nAbstract:\nAs a contribution to the ongoing work on the development of musicality, this review brings together and examines existent longitudinal research studies of children.  We focus on findings from studying the same child developmentally, reviewing work on musicality, singing, and music related behavior during childhood and adolescence.  The currently available studies (n=41) are categorized in six broad sub-themes: music focused; language and music; education oriented; impairment; and, family and cultural context.  A close examination of the studies, highlights a number of key observations, include (a) that no definitive stage-like picture of cognitive-musical development has emerged over the period of these studies, (b) understanding the relationships between the development of language and developing musicality benefits from cross-cultural comparison, (c) the primary focus for those with an educational focus on children’s musicality has been on singing, and (d) recording and documenting everyday spontaneous musical behavior is changing the nature and focus of contemporary longitudinal studies.  Concluding comments provide suggestions for articulating a theory of the development of musicality.\nThe development of musicality: A review of longitudinal studies.\n1. Introduction\nOne route towards understanding the development of musicality during infancy and childhood has been through the adoption of a longitudinal methodological perspective, that is, studying the same child (or children) over an extended period of time.  The aim is to gain a developmental picture of the emergence and trajectory of a particular set of skills, competencies or abilities relevant to the topic in question.  The longitudinal methodological approach forms the backbone for both theory formation and data collection in numerous areas of developmental psychology, and is most often found in research on the acquisition of language (Ambridge & Lieven, 2011; MacWhinney, 2000).   This review is focused on bringing together the existent and emerging collection of studies that have included or adopted a longitudinal approach to the study of musicality, singing, and music related behavior during childhood and adolescence.  There is of course an existing and significant body of work on childhood musicality (e.g., Moog, 1968; Moorhead & Pond, 1977; Campbell, 1998), representing important and significant findings regarding the development of musicality.  For the most part however, the general approach in the area compares children of different ages cross-sectionally on one or other measure of competence or skill, and for this reason may gloss over or omit particular dimensions or indices of the development of musicality.  In what follows we have adopted a particular definition of longitudinal, here meaning any research project that has involved the study of individual children over a period of time.  Our over-arching criterion is that the research involves reporting on the results or findings from studying the same child developmentally. We have included studies which report on the results of long-term musical training but excluded studies that could best be described as ‘retrospective’ longitudinal studies (e.g., where musicians are interviewed about what they remember of their early childhood).\nA search of the contemporary literature produced around 41 research reports and journal articles concerned with aspects of the development of musicality or singing employing a longitudinal approach.  At some risk of over-simplification or potentially arbitrary classification, the studies can be grouped into six different sub-areas or themes representing the focus underpinning the research undertaken: music (8); language and music (5); effects on musicality (4); educational","cbCais7RVvoJjrM6","https://ap.wps.com/l/cbCais7RVvoJjrM6","docx",105265,58,"English","# Introduction\n## Music and the development of musicality\n## Categorization of longitudinal themes","[{\"question\":\"What research approach does the review focus on?\",\"answer\":\"The review focuses on longitudinal methodological research that studies the same child (or children) over an extended period to track the emergence and trajectory of musical skills and behaviors.\"},{\"question\":\"How many longitudinal studies are included and how are they organized?\",\"answer\":\"The review includes 41 research reports and journal articles, grouped into six sub-themes based on research focus, including music, language and music, effects on musicality, education, impairment, and family/cultural context.\"},{\"question\":\"What key conclusions does the review highlight about cognitive-musical development?\",\"answer\":\"The review reports that no definitive stage-like picture of cognitive-musical development emerges across the studies. It also emphasizes that understanding links between language development and musicality benefits from cross-cultural comparison and notes a growing emphasis on documenting everyday spontaneous musical behavior.\"}]","The development of musicality - A review of longitudinal studies | DOCX",1788302543,20]