Singing foreign songs promotes shared common humanity in elementary school children
Bibliographic record
Abstract
Abstract Several studies support the notion that singing the songs of a foreign culture can reduce prejudice and improve intergroup relations in elementary school children. The current article presents theoretical and empirical support for one potential mechanism underpinning this effect, namely, that singing songs may highlight commonalities and generate a collective identity across intergroup boundaries. Twenty‐nine elementary school children (mean age = 10.73 years) in two predetermined groups participated in a 6‐week, crossover study in which they received two singing interventions: (1) singing songs from their own (ingroup) culture and (2) singing songs from foreign (outgroup) cultures. Quantitative and qualitative data analyses demonstrate that singing foreign songs led to higher levels of perceived commonality toward outgroup others and promoted the adoption of a collective identity. Furthermore, interviews elucidated that singing foreign songs encouraged children to appreciate the unique identity of each culture while acknowledging their shared common humanity, suggesting the cultivation of a dual identity. Theoretical and practical implications of these results are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 teacher head, 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".