Name:Zehra Karademir

School/Affiliation:Goldsmiths College University of London

Co-Authors:Jan de Fockert, and Caspar Addyman

Virtual or In-person:Virtual

Abstract:

Introduction
Emotional valence, particularly positive, is vital in speech and song directed at infants1,2. Research on infants’ responsiveness to ID singing versus speech has mixed results; some studies suggest greater responsiveness to singing3,4, while others find no differences5,6. Happy sounds may capture infants’ attention6, and familiar melodies impact their affective responsiveness7,8. This study investigates whether expressive, positively-valenced ID singing sustains infants’ attention and promotes positive facial expressions compared to ID speech, in both English and French.

Methods
Participants: Twenty-six full-term infants (Mage = 268 days, range = 177–348 days, 11 females) from English-speaking households in London, UK, participated in the study.
Procedure: The study employed a 2x2x2x2 mixed design with within-subject factors: type of stimuli (ID speech/ID singing), emotional valence (happy-lively/neutral), and language (English/French), and a between-subjects factor: age group (young/old). Infants viewed a colourful checkerboard while listening to speech and singing in English or French, in happy-lively and neutral tones. Each session included two blocks with eight trials per language condition. The order of stimuli, emotion, and language was counterbalanced using PsychoPy. Audio recordings played until the infant looked away for two seconds. Sessions were video recorded for coding behavioural responses.

Results
A repeated measures ANOVA analysis showed that infants listened longer to songs than speech in both languages and attended more to familiar language stimuli. They looked longer at lively-playful contexts than neutral ones. No significant age differences or notable differences in facial expressions were observed. Findings are illustrated in Figure 1.

Conclusion
The study shows infants prefer musical stimuli over speech, native language sounds, and lively emotional tones, highlighting early sensitivity to rhythmic, melodic, and emotional cues.