How Familiarity, Musical Affinity, and ADHD Shape Adolescents’ Perception of Musical Emotions
Bibliographic record
Abstract
Music serves as a powerful tool for emotion regulation, particularly in adolescents, who experience emotional challenges. Understanding the determinants shaping their perception of musical emotions may help optimize music-based interventions, especially for those with ADHD. This online study examined how familiarity, musical affinity, and ADHD diagnosis influence adolescents' judgments of musical excerpts in terms of arousal and emotional valence. A total of 138 adolescents (38 ADHD, 100 controls) rated 55 excerpts for arousal, valence, and familiarity using 10-point Likert scales. Musical affinity was conceptualized as a multidimensional construct encompassing musical experience, listening diversity, and receptivity to musical emotions. A cluster analysis identified two affinity profiles (low and high), and ANCOVAs tested the effects of affinity, ADHD, and familiarity on arousal and valence judgments. Familiarity strongly affected both arousal and valence. High-affinity adolescents judged excerpts as more pleasant and familiar, though arousal ratings did not differ between affinity profiles. Familiarity effects on emotional valence were stronger among lower-affinity adolescents. ADHD status did not significantly affect ratings. Overall, the study underscores music's potential for emotion regulation and its relevance in educational, clinical, and self-care contexts.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".