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Pereira, A. I., Rodrigues, H. & Ávila, P. (2016). The relationship between kindergarten children’s vocal performance and recognition of songs with and without words. In Zanto, T. (Ed.), Proceedings of the 14th International Conference on Music Perception and Cognition. (pp. 549-550). São Francisco: ICMPC14.

A. I. Pereira et al.,  "The relationship between kindergarten children’s vocal performance and recognition of songs with and without words", in Proc. of the 14th Int. Conf. on Music Perception and Cognition, Zanto, T., Ed., São Francisco, ICMPC14, 2016, pp. 549-550

@inproceedings{pereira2016_1714062400298,
	author = "Pereira, A. I. and Rodrigues, H. and Ávila, P.",
	title = "The relationship between kindergarten children’s vocal performance and recognition of songs with and without words",
	booktitle = "Proceedings of the 14th International Conference on Music Perception and Cognition",
	year = "2016",
	editor = "Zanto, T.",
	volume = "",
	number = "",
	series = "",
	pages = "549-550",
	publisher = "ICMPC14",
	address = "São Francisco",
	organization = "University of California San Francisco (UCSF), Stanford University, UC Davis and UC Berkeley",
	url = "https://icmpc.org/icmpc14/files/ICMPC14_Proceedings.pdf"
}

TY  - CPAPER
TI  - The relationship between kindergarten children’s vocal performance and recognition of songs with and without words
T2  - Proceedings of the 14th International Conference on Music Perception and Cognition
AU  - Pereira, A. I.
AU  - Rodrigues, H.
AU  - Ávila, P.
PY  - 2016
SP  - 549-550
CY  - São Francisco
UR  - https://icmpc.org/icmpc14/files/ICMPC14_Proceedings.pdf
AB  - The ability to recognize songs has been of interest to researchers over the past decades (Racette & Peretz, 2007;
Samson & Zatorre, 1991; Serafine, Davidson, Crowder, & Repp, 1986). Evidence on song perception has shown that melody and words are processed with different degrees of integration and separation (Nakada & Abe, 2009; Saito et al., 2012; Sammler et al., 2010). However, there are few studies investigating song recognition among children (Feierabend, Saunders, Holahan, & Getnick, 1998; Morrongiello & Roes, 1990; Rodrigues & Rodrigues, 2010). 
Furthermore, how songs are taught both with words and without words, i.e., with a neutral syllable, and how words influence perception of melody and words have not been addressed in depth. Also, results from studies regarding the influence of teaching both types of songs on children’s vocal performances were inconclusive and, in some cases, contradictory. For example, some researchers found that children sing better with words (Levinowitz, 1989; Phillips, 1989). In contrast, other investigations did not support these findings and showed no statistical differences between approaches (Jacobi-Karna, 1996; Lange, 2000; Smale, 1988). Within this context, it is unclear if vocal performance of songs with words and without words is related to the way children perceive melody and words.
ER  -