Towards a cultural-developmental psychology of music in adolescence
Bibliographic record
Abstract
Music is a fundamental cultural product with which adolescents are finely attuned within and across sociocultural contexts. However, very little is known about the intricate interplay among music, psychology, and culture in adolescence. The purpose of this literature review is twofold: (1) to define, ground, and situate a new perspective towards a cultural developmental psychology of music in adolescence; and (2) to find and organize the extant literature pertaining to the cultural and developmental roles of music in adolescence. The rationale is organized in two sections. The first section defines the meaning of a cultural-developmental psychology of music in adolescence. It also explains how this perspective can be grounded in principles of cultural psychology, notably the mutual constitution between culture and the person. It then situates this perspective within established cultural research on music (evolutionary psychology, music perception, and ethnomusicology). The second section presents a critical outlook on the slowly growing but fragmented literature pertaining to culture, psychology, and music in adolescence (music preferences; music motivation and functions; dance; language; social network and multitasking; ethnicity and cultural diversity; and cultural competence in music-based interventions). In conclusion, theoretical and methodological directions are suggested for future cultural research on music in adolescence.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.013 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".