ABSTRACT
Research on children’s singing has focused on music instruction techniques for developing singers, yet little is known about the developmental mechanisms and their interactions that might underlie singing acquisition in childhood. This chapter presents the results of two preliminary analyses examining the main components of the vocal sensorimotor loop model of singing (auditory perception, vocal motor production, cognition and experience) in a sample of school-aged children. Tentative findings suggest that increased research focus should be paid to the role of environmental factors that might facilitate sensorimotor translation in the development of proficient singing.
