정서 리듬모방력 상관관계

학습자 심교과교육연구

Journal of Learner-Centered Curriculum and Instruction

2010. 제10권 제3호, pp. 271-285.

The relationship between

emotional-behavioral traits and rhythm

imitation tasks in elementary school students

Cho Rong Won(Seoul Dangsan Elementary School)**

Hyun Ju Chong(Ewha Womans University)****

<ABSTRACT>

Current studies have raised many issues regarding children's emotional and

behavioral problems in school setting which has been increasing with time. Various

educational and therapeutic strategies are implemented to alleviate these problems by

meeting the students' needs.

In light of this, the purpose of this study was to examine if there is any

relationship between the students' emotional-behavioral traits and rhythm task

performances. A total of 100 students in 5th grade participated in the study. In order

to assess their emotional-behavioral trait, Koirean Children Behavior Check

Llist(K-CBCL) and Korean Youth Self Report (K-YSR) was administered. To assess

their rhythm task performance, Music Assessment on Cognitive,

Emotional-Behavioral Domain (MACEB) was used as an assessment tool and data

were collected in the following criteria: task completion, accuracy of imitation,

intensity, pace, and grouping skills involved in the task.

The results indicated that there were significant differences in rhythm imitation

task between internalized emotional-behavioral traits and externalized traits, in terms

of rhythm accuracy, task completion, intensity, grouping and pacing in the

performance. Results indicated that there were significant difference between the

students with internalized and externalized emotional-behavioral traits for the task

completion(t=4.47**), accuracy, (t=2.76**), intensity (t=-15.46**), and pacing(t=5.54**).

These results imply that one's musical behavior is part of the human behavior,

therefore, their rhythm performance carry certain attributes of human emotional and

behavioral traits. The results further suggest that rhythm activity can be one medium

* First author

** Corresponding author ([email protected])

272 학습 심 과 연 10(3)

which can used as an efficient intervention depending on the behavioral traits.

⋆ Key words: Rhythm Imitation Performance, Emotional Behavioral

Traits, Music Assessment

Ⅰ. Introduction

It is the global interest to enhance one's emotional health to become a better

functioning person. This is also the case for the elementary school which is the

first educational institute where students learn appropriate emotional and social

skills in growing up as an agent of the society. According to the study on the

mental health of elementary school students carried out by the Seoul National

Psychiatric Team in 2006, the result showed that every one out of three have

significant emotional and behavioral problems(Seoul District of Education, 2006).

This result throws a critical agenda for the school related officials and teachers.

Emotional and behavioral issues negatively effect healthy adjustment of

students in their school setting and brings poor social skills in the relationships

with peers (Kauffman, 1993: Lee & Park, 2006). Students with these problems

lack motivation in the school work which brings attention deficit hindering their

academic achievement as well (Kim, 2006). Students' emotional and behavioral

problems are manifested in two different ways: either they are externalized or

internalized(Achenbach & Edelbrock, 1983). Some students repress and inhibit their

impulse or needs, whereas the others express and discharge them either verbally

or physically(Park, 2002).

In order to help these students in the extra-curricular setting using educational

and therapeutic strategies, various after-school programs are implemented. Among

the many programs initiated by the schools were arts programs which involved

both music and art. Because arts medium carry intrinsic attributes which deal

with human emotionality and nonverbal expression, their efficiency for working on

the emotional and behavior problems were shown to be evident. Mason and

Chung (2001) found out that arts-oriented programs in the after-school setting

promoted students' self-esteem, social skills and leadership. These changes were

especially vivid for children who are from low-income families as they were more

vulnerable to the delinquency. Gottfredson and his colleges(2004) stated that

after-school programs were not only effective as intervention for the emotional

The relationship between emotional-behavioral traits and rhythm imitation tasks in elementary school students 273

problems, but also as the preventive strategy for the students. These findings are

also consistent with the studies by Riggs and Greenberg(2004) and Tebes and

others(2007).

With these findings arts-oriented programs are developed to integrate the

educational and therapeutic attributes of arts medium for students who have

emotional and behavioral difficulties(Haeberlin, 1990: Speck, 1991). Among the arts

media, music has been an active intervention where students sublimated their

energy which could not be ventilated elsewhere. Music programs in elementary

school setting specifically were developed and distributed for students who have

emotional and behavioral problems(Cripe, 1986: Jackson, 2003). Group music

activities and musical plays served to be a moment to interact and establish

relationships among peers(Gunsberg, 1998; Jellison, Brooks & Huck, 1990). Among

all the music activities, rhythm activity was found to be very effective for

ventilating students' repressed energy(Montello & Coons, 1998; Rickson &

Watkins, 2003; Took & Weiss, 1994).

Rhythm is the periodic succession or regular recurrent of events in time which

constitute the organization of temporal relationships (Rider, 1981). Along with this

cognitive processes of rhythm, it has also been assumed that rhythm can be

perceived in various ways, since all of the senses are capable of experiencing

rhythmic organization of sensations.

Rhythm can moderate human energy and physical activity since it has the

entrainment function, namely called as pacemaker, or timekeeper(Thaut, 1999).

Brower(1993) has found out that rhythmic task not only structures human

physical response but also cognitive skills to reproduce the beats in certain

rhythmic pattern, understanding the meter system using temporal reasoning.

Rhythm task as part of performance task, offered students to control their impulse

and strengthen their attention span, since rhythm making and imitating task

involved listening, remembering, memory retrieving, reproducing and grouping of

the beats (Lipscomb, 1996).

Grouping tasks in rhythmic and melodic patterns involve identifying part-whole

relationship in the patterns. Organizing sound elements with one another to form

a coherent whole is a high-level mental ability(Sloboda, 1985). Sorting out the

auditory information between figure and ground, and grouping or "chunking" the

message by meaningful units involves cognitive skills to comprehend the musical

units and make relationships among them. Such processing of auditory grouping

274 학습 심 과 연 10(3)

mechanism employs several Gestalt principles such as principles of proximity,

continuity, closure, and constancy (Drake, 1998; Handel, 1993; Ledahl &

Jackendoff, 1983).

According to Bruscia(1987)'s assessment profile, rhythm manifests one's energy

level. The tempo is considered berg the gauge of the energy level. According to

the theories and concepts behind this profile, performance in rhythm and melody

can be indicatives of one's affective behavior. Bruscia(1987) stated that tempo is

the indicative of the energy level: fast tempo indicating increased activity,

whereas slower tempo indicated decreased activity.

Instrument performance accompanies both cognitive and emotional ability. One's

attitude towards producing his or her own sound is good indicative of how each

of them is comfortable with expressing oneself. Those who are self-conscious

would have more passive use of the instrument, whereas those who are more

active will play the instrument with fuller sound. Therefore, a soft volume may

manifest internalized emotional tendencies, whereas the loud volume may manifest

the externalized tendencies(Chong & Duerksen, 2009).

When it comes to student's ability to complete the music tasks, it also

indicates the students' compliance to following directions and impulse

control(Boxil, 1985; Hanser, 2002). If the student has hyperactive tendencies, task

completion may be challenging. At the same time, the overall level of task

performance will indicate whether the student is able to maintain the initial tempo

with appropriate impulse control by following the musical cues.

With these findings, this study purported to examine if there is any significant

difference in the rhythm imitation performance between the students who have

internalized emotional-behavior traits and those who have externalized traits.

Ⅱ. METHOD

Participants:

A total of 104 students in 5th grade were selected to participate in the study.

They were recruited from 5 different classes with recommendations of the

teachers who were informed of the study's purpose and scope. In order to

minimize the gender difference equal number of female and male students

participated. However, in the assessment procedures, four participants did not

complete the task, therefore, their data were excluded from the analyses.


The participants did not have any developmental or clinical diagnosis. Upon the

teacher's recommendation, their parents were contacted for consent and

participants were selected accordingly upon the consent.

Procedures

In the first stage, the assessment of participatns emotional-behavioral traits

was administered. Upon the result, they were categorized into two: externalized

behavior and internalized behavior traits. Secondly, all participants had rhythm

imitation task. Each students were test individually which took about 15 minutes.

All of their rhythmic responses and playing were recorded for analysis. Lastly,

the results of the K-CBCL and K-YSR scores were analyzed along with

rhythmic performance scores for the significant differences.

Measurement Tools:

In order to assess students' emotional and behavioral traits, two kinds of

assessment tools were selected. One is administered by the parents and one by

the student.

1. Korean Children Behavior Checklist (K-CBCL)

This tool is developed by Achenbach (1991) for age 6 to 18 in order to

evaluate children's behavioral and emotional functioning, social problems and

competencies. This tool was translated into Korean namely as Korean Children

Behavior Checlist(K-CBCL) by Kyung Ja Oh, Hye Ryun Lee, Kang Yui, Hong

and Eun Hye, Ha (2007). CBCBL also comes with Youth Self Report which is

translated as Korean Youth Self Report(K-YSR).

CBCL is a standardized assessment tool which has subscales to assess

children's internalizing behavior, externalizing behavior and social, attention and

thought problems. The subscale of CBCL for internalized behavior evaluates

children direct emotions and feelings inward. Three kinds of internalizing

behaviors measured by the CBCL include somatic complaints, anxious/depressed

behavior and withdrawn behavior. Somatic problems include tired, headaches and

dizziness and complaints about stomach. Withdrawn behaviors are addressed by

questions regarding social withdrawal, shyness, staring, sulking and sadness.

Problems with anxiety/depression are identified by questions regarding crying,

276 학습 심 과 연 10(3)

fear, loneliness, nervousness, worthlessness, suspiciousness, guilt, fear and worries.

For externalizing behavior, emotional problems are directed outward into

aggressive or delinquent behavior. Delinquent externalizing behaviors assessed by

the CBCL include lying, swearing, truancy, stealing and vandalism. The CBCL

assess several types of aggressive behaviors, including arguing, screaming,

attention-seeking, teasing, demanding, threatening and displaying a temper.

2. Music Assessment on Cognitive-Emotional-Behavioral Domain (MACED)

MACED is developed by Chong & Duerksen(2009) to assess skills in cognitive,

emotional and behavioral domain using music as the assessment medium. MACED

consists of two major categories of Rhythmic Components, and Melodic

Components. Items in each section are sequenced in developmentally referring to

the comprehensive capacity of the student in mental development. For this study,

only the Rhythmic Components items were used. Rhythmic section has 15 rhythm

tasks developing from a simple rhythms and moving to more complex rhythms

based on the Bloom’s Taxonomy.

Before the main experiment, three exercise items were provided so that the

participants understand the procedure. All the items were recorded in a CD with

the tempo of 90BMP. Each item is played at the loudness of 70 decibel, and then

the participant is asked to play back.

From the reproduction task, the following measures are obtained and analyzed.

i. Task Completion: Measures the amount of items reproduced during the

assessment

ii. Accuracy: Measures the rhythmic accuracy of the temporal distances

among the beats duplicated

iii. Loudness: Measures the amount of energy put into the sound production

iv. Pacing: Measures the general tempo of the rhythm reproduction.

v. Grouping: Measures the chunking of rhythmic units with an appropriate

gestalt in order to organize the information for short-term memory.

Data Collection

The experiment took 8 weeks and the students were test individually. The data

were collected along with the experiments for four weeks. The test was carried


out in a music room with sound proof system to minimize the external sound

input. The digital roll-up drum kit was installed to the computer using USB

cable. The equipment allows the sounds played by the student to be recorded,

saved and reproduced. The data were analyzed for following criteria:

i. Task Completion: The number of items completed for rhythm imitation was

counted.

ii. Accuracy: Degree of accuracy in the rhythmic task was measured by

analyzing the difference from the item presented by counting the number of beats,

based on the temporal distances. In order to derive accuracy on this, each playing

back was recorded both audio and visual recording equipment.

iii. Loudness: The intensity of the rhythmic playing was measured. In order

to convert the intensity of the playing to the quantitative figure, TES-1352A was

used which not only gives the quantified measure of the loudness in decibel for

each beat, but also the minimum and maximum loudness for the playing of whole

item.

iv. Pacing: Consistent tempo of the rhythm was measured. In order to

measure the pacing of the rhythm task, metronome Intelli IMT-301 was used to

tract the number of beats played per minute.

v. Grouping: Participant's ability to chunk the beat into grouping was

measured as it indicates the skills for cognitively identifying the temporal gestalt.

From the K-CBCL and K-YSL, the participants' score collected to determine

their internalized and externalized emotional-behavior traits. Following this step,

the scores were analyzed using a t-test if there was any significant differences

between the two traits for the rhythmic tasks performance in terms of completion,

accuracy, loudness, pacing, and grouping.

Ⅲ. RESULTS

1. Emotional-behavioral traits of the Participants

Upon the test results, scores of each subscale for internalized and externalized

behavior are analyzed based on its t-score and the result showed that 46

participants had internalized behavior and 54 had externalized behavior. Among

the male participants, 19 had internalized behavior, and 31 had externalized

behavior, whereas for female, 27 had internal and 23 had externalized behavior

278 학습 심 과 연 10(3)

Internalized Behavior Externalized Behavior

Male 19 31

Female 27 23

Total 46 54

<Table 1>.

<Table 1> Number of participants with internalized and externalized behavior.

2. Rhythm imitation task in relation to emotional-behavioral traits.

The study examined if there was any significant difference in the rhythm

imitation performances in terms of task completion, accuracy, loudness, pacing and

grouping depending on the emotional-behavioral traits<Table 2>. For task

completion, the result showed that there was a significant difference in the task

completion between the internalized and externalized emotional-behavior traits

(p=.000). The internalized group completed more items than the externalized

groups.

Regarding the rhythmic accuracy, the result showed that there was a

significance difference as well showing that the internal group performed better

accuracy than the external group(p=.007).

For loudness criteria, the external group showed significantly higher

loudness(dB) than the internalized group (p=.000). This implied that those with

externalized emotional-behavioral traits discharge their energy in rhythm playing.

For pacing, the result showed that internalized group was able to maintain more

consistent pace with coherence to the original rhythm's pace than that of the

externalized group (p=.000).


N M SD t p

Task

Completion

Internalized

Group 46 7.57 1.928 4.477***

.000

Externalized

Group 54 5.91 1.773

Accuracy

Internalized

Group 46 12.07 3.422 2.768** .007

Externalized

Group 54 10.15 3.477

Loudness

Internalized

Group 46 70.37 1.746 -15.466***

.000

Externalized

Group 54 76.02 1.886

Pacing

Internalized

Group 46 89.12 2.962 -5.542*** .000

Externalized

Group 54 93.61 4.764

Grouping

Internalized

Group 46 3.86 .916 2.654**

.009

Externalized

Group 54 3.33 1.073

<Table 2> Difference between behavior traits in rhythm imitation task criteria

These results imply that one's musical behavior as a part of the human

behavior, manifesting certain attributes of human emotional and behavioral traits.

The results further suggest that rhythm activity can be one medium which can

used as an behavioral intervention depending on the characteristics of traits.

Ⅳ. Discussion

In this study the difference in the rhythm imitation task depending on the traits

of emotional behavioral behavior was examined. Firstly, the results showed that

musical behavior being part of human behavior, the students' coping of energy is

also manifested in the musical behavior as well. As mentioned in Choi(2005)'s

study that the externalized traits often showed low academic performance, this

280 학습 심 과 연 10(3)

study also has shown that their rhythm performance was lower than the group

who had externalized traits. Along the same line, the results of this study also

supported the findings of Kim(2003) who stated that students who have

externalized behavioral traits have negative corelation with logical and positive

problem solving skill. This was partially consistent in the result of this study as

the students with internalized traits completed higher number of rhythm imitation

task.

Secondly, this study further supported the assumption that there is some

relationship between the cognitive skills involved in the task with

emotional-behavioral traits. For example, Sarason, Shearin, Pierce & Sarason(1987)

showed that students with internalized emotional problems often accompany high

anxiety and tension which adversely effect academic performance. Likely in this

study, the students who had internalized traits showed less of task accuracy than

that of the students with externalized traits.

Third, it was very vivid that the loudness performed by the students with

externalized traits was much higher than those with internalized traits. Again, this

result is consistent with the finding of Yook(2007)'s study which stated that

those with externalized emotional-behavioral traits carry much higher level of

energy. This was certainly evident in their rhythm playing task. Furthermore this

is one implication that rhythm activity can be an efficient intervention for the

students with externalized traits. Unless their high energy is sublimated

elsewhere, it constantly effects their academic attitude and performance which

work as a vicious circle negatively influencing each other.

Along with the above statements, students with externalized traits had faster

pacing compare to those with internalized traits. As Bruscia (1987) stated that the

tempo can be considered as the gauge of the energy level, the result supported

this statement as well.

Lastly, when it comes to the grouping task, the students with internalized

behavior trait performed better which implies that unlike the externalized trait,

they use the contained energy for creating a musical output. Rhythm grouping

involves much of the cognitive skills. According to the gestalt concepts, sorting

the incoming musical information into chunks are crucial skills in learning. For

both academic and music learning, auditory and visual grouping and segregation

are important concepts.

Rhythm playing involves various skills in cognitive, emotional and behavioral


domain for task engagement and reproduction. The results of this study provided

implications of significant relationship between rhythm performance and behavioral

traits, however, it is difficult to draw any linear relationship among them as the

emotional-behavioral traits have significant qualitative attributes that can not be

quantified. Therefore, for the future studies, more feasible tools with higher

reliability to measure children's emotional-behavioral traits are needed.

282 학습 심 과 연 10(3)

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논문 수: 2010년 10월 30일

논문 심사: 2010년 11월 15일

게재 승인: 2010년 12월 20일


아동의 정 행동적 특 과

리듬 방 수행력의 상 계 연

원 롱(서울당산 등학교)

정 주(이화여자 학교)

본 연구에서는 아동의 정서행동특성에 따라 리듬모방 수행력이 어떠한 차이가

있는지를 보고자 하 다. 본 연구에는 등학교 5학년의 일반 아동 100명을 상

으로 실시하 으며 아동의 정서 행동 특성을 악하기 하여 학부모가

‘K-CBCL' 검사를, 아동 자신이 ’K-YSR' 검사를 실시하 다. 두 번째로 ‘MACED'

의 리듬으로 아동의 리듬 모방 능력을 평가하는 개별 진단 세션을 실시하 다. 아

동의 리듬 과제 수행도, 리듬 정확도, 리듬 강도, 리듬 빠르기, 리듬 덩이짓기 수를

수치화하여 이러한 모방 수행력이 정서행동 특성과 유의미한 차이가 있는지를 분

석하 다. 마지막으로 정서 행동 검사 결과와 리듬 모방 활동에서 보인 리듬 모방

능력의 상 계를 분석하 다.

연구 결과 아동의 정서 행동 특성별로 우세한 리듬 모방 수행력이 각각 다르게

나타난다는 것을 알 수 있었다. 내재화 정서 행동 특성을 보이는 아동은 외 화

정서 행동 특성을 보이는 아동보다 리듬 과제 수행도(t=4.477***)와 리듬 정확도

(t=2.768**)에서 더 높은 수를 나타냈다. 이에 반하여 리듬 강도(t=-15.466***)와

리듬 빠르기(t=-5.542***)에 있어서는 외 화 정서 행동 특성을 보이는 아동이

내재화 정서 행동 특성을 보이는 아동보다 더 높은 수를 나타냈다. 한 내재

화 정서 행동 특성을 보이는 아동이 외 화 정서 행동 특성을 보이는 아동보다

리듬 덩이짓기를 많이 하 다(t=2.654**).

본 연구에서는 아동의 내재화 는 외 화 정서 행동 특성에 따라 리듬 모방 수

행력에 유의미한 차이가 있음을 보여주었으며 이는 음악이 인간 행동의 한 부분으

로서 아동의 정서 상태와 행동 특성을 충분히 반 함을 의미한다. 한 이러한

결과는 리듬 연주가 아동의 정서 행동 진단과 행동 문제에 한 개입 방 차원

에서도 효과 인 음악활동이 될 수 있음을 시사한다.

⋆ 주제어: 리듬모방 수행, 정서 행동 특성, 음악 측정

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정서 리듬모방력 상관관계