Brancatisano O, Baird A, Thompson WF. Why is music therapeutic for neurological disorders? The Therapeutic Music Capacities Model. Neurosci Biobehav Rev. 2020 May, 112:600-615.
Dumont, E., Syurina, E. V., Feron, F., & van Hooren, S. (2017). Music Interventions and Child Development: A Critical Review and Further Directions. Frontiers in psychology, 8, 1694. https://doi.org/10.3389/fpsyg.2017.01694
Erkkilä, J., Punkanen, M., Fachner, J., Ala-Ruona, E., Pöntiö, I., Tervaniemi, M., Gold, C. (2011). Individual music therapy for depression: Randomised controlled trial. British Journal of Psychiatry, 199(2), 132-139.
Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review (Health Evidence Network synthesis report 67). Copenhagen: WHO Regional Office for Europe.
Hagen, E. H., & Bryant, G. A. (2003). Music and dance as a coalition signaling system. Human Nature, 14 (1), 21-51.
James, C. E., Zuber, S., Dupuis-Lozeron, E., Abdili, L., Gervaise, D., & Kliegel, M. (2020). Formal String Instrument Training in a Class Setting Enhances Cognitive and Sensorimotor Development of Primary School Children. Frontiers in Neuroscience, Vol 14.
Lamont A. 2020. Moving towards music: Viewing early years musical engagement through the lenses of movement, interaction, motivation, agency, identity and context. International Journal of Music in Early Childhood, vol. 15(1), 25-38.
Laiho, S. (2004). The psychological functions of music in adolescence. Nordic Journal of Music Therapy, 13(1), 47-63.
Laine, S., & Hartman, M. (2020). Nuorten taidevierailukokemukset ja kulttuurinen osallisuus Taidetestaajat- hankkeessa. Helsinki: Nuorisotutkimusverkosto.
Leppänen, S., & Westinen, E. (2017). Migrant rap in the periphery: Performing politics of belonging. AILA Review, 30(1), 1-26.
Lesaffre, M., Maes, P., & Leman, M. (2017). The Routledge companion to embodied music interaction. New York: Taylor & Francis.
Linnavalli, T., Putkinen, V., Lipsanen, J., Huotilainen, M., & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8(1), [8767].
MacDonald, R., Kreutz, G., & Mitchell, L. (Eds.). (2012). Music, health, and wellbeing. Oxford: Oxford University Press.
MacDonald, D. J. Hargreaves & D. Miell (Eds.), Handbook of musical identities. New York, NY: Oxford University Press.
Maratos, AS, Gold, C, Wang, X, Crawford, MJ. Music therapy for depression. Cochrane Database Syst Rev 2008; 1: CD004517.
McFerran, K., Derrington, P., & Saarikallio, S. (Eds.). (2019). Handbook of music, adolescents, and wellbeing. Oxford: Oxford University Press.
McPherson, G.E. (Ed.) 2006. The Child as Musician: A Handbook of Musical Development. Oxford: Oxford University Press.
Miendlarzewska, E & Trost, W. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in Neuroscience, vol 7., page 279.
Ryan, K., & Schiavio, A. (2019). Extended musicking, extended mind, extended agency: Notes on the third wave. New Ideas in Psychology, 55, 8-17.
Saarikallio, S. (2019). Access-awareness-agency (AAA) model of music-based social-emotional competence (MuSEC). Music & Science, 2.
Saarikivi, K. A., Huotilainen, M., Tervaniemi, M., & Putkinen, V. (2019). Selectively Enhanced Development of Working Memory in Musically Trained Children and Adolescents. Frontiers in Integrative Neuroscience, 13.
Sala, G., & Gobet, F. (2020, January 15). Cognitive and academic benefits of music training with children: A multilevel meta-analysis. https://doi.org/10.31234/osf.io/7s8wr
Swaminathan, S., & Schellenberg, E.G. (2019). Music training and cognitive abilities: Associations, causes, and consequences. In M.H. Thaut & D.A. Hodges (Eds.), The Oxford handbook of music and the brain (pp. 645-670). Oxford, UK: Oxford University Press.
Stern, D. N. (1999). Vitality contours: The temporal contour of feelings as a basic unit for constructing the infant's social experience. In P. Rochat (Ed.), Early social cognition: Understanding others in the first months of life (p. 67–80). Lawrence Erlbaum Associates Publishers.
Särkämö, T. (2018). Cognitive, emotional, and neural benefits of musical leisure activities in aging and neurological rehabilitation: a critical review. Ann Phys Rehabil Med, Nov. 61 (6), 414-418.
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(1), 3-48.
van der Schyff, D., Schiavio, A., Walton, A., Velardo, V., & Chemero, A. (2018). Musical creativity and the embodied mind: Exploring the possibilities of 4E cognition and dynamical systems theory. Music & Science, 1
Welch, G. F., Biasutti, M., MacRitchie, J., McPherson, G. E. & Himonides, E. (2020). Editorial: The Impact of Music on Human Development and Well-Being. Frontiers in Psychology, 11 pp. 1246-.
Dumont, E., Syurina, E. V., Feron, F., & van Hooren, S. (2017). Music Interventions and Child Development: A Critical Review and Further Directions. Frontiers in psychology, 8, 1694. https://doi.org/10.3389/fpsyg.2017.01694
Erkkilä, J., Punkanen, M., Fachner, J., Ala-Ruona, E., Pöntiö, I., Tervaniemi, M., Gold, C. (2011). Individual music therapy for depression: Randomised controlled trial. British Journal of Psychiatry, 199(2), 132-139.
Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review (Health Evidence Network synthesis report 67). Copenhagen: WHO Regional Office for Europe.
Hagen, E. H., & Bryant, G. A. (2003). Music and dance as a coalition signaling system. Human Nature, 14 (1), 21-51.
James, C. E., Zuber, S., Dupuis-Lozeron, E., Abdili, L., Gervaise, D., & Kliegel, M. (2020). Formal String Instrument Training in a Class Setting Enhances Cognitive and Sensorimotor Development of Primary School Children. Frontiers in Neuroscience, Vol 14.
Lamont A. 2020. Moving towards music: Viewing early years musical engagement through the lenses of movement, interaction, motivation, agency, identity and context. International Journal of Music in Early Childhood, vol. 15(1), 25-38.
Laiho, S. (2004). The psychological functions of music in adolescence. Nordic Journal of Music Therapy, 13(1), 47-63.
Laine, S., & Hartman, M. (2020). Nuorten taidevierailukokemukset ja kulttuurinen osallisuus Taidetestaajat- hankkeessa. Helsinki: Nuorisotutkimusverkosto.
Leppänen, S., & Westinen, E. (2017). Migrant rap in the periphery: Performing politics of belonging. AILA Review, 30(1), 1-26.
Lesaffre, M., Maes, P., & Leman, M. (2017). The Routledge companion to embodied music interaction. New York: Taylor & Francis.
Linnavalli, T., Putkinen, V., Lipsanen, J., Huotilainen, M., & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8(1), [8767].
MacDonald, R., Kreutz, G., & Mitchell, L. (Eds.). (2012). Music, health, and wellbeing. Oxford: Oxford University Press.
MacDonald, D. J. Hargreaves & D. Miell (Eds.), Handbook of musical identities. New York, NY: Oxford University Press.
Maratos, AS, Gold, C, Wang, X, Crawford, MJ. Music therapy for depression. Cochrane Database Syst Rev 2008; 1: CD004517.
McFerran, K., Derrington, P., & Saarikallio, S. (Eds.). (2019). Handbook of music, adolescents, and wellbeing. Oxford: Oxford University Press.
McPherson, G.E. (Ed.) 2006. The Child as Musician: A Handbook of Musical Development. Oxford: Oxford University Press.
Miendlarzewska, E & Trost, W. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in Neuroscience, vol 7., page 279.
Ryan, K., & Schiavio, A. (2019). Extended musicking, extended mind, extended agency: Notes on the third wave. New Ideas in Psychology, 55, 8-17.
Saarikallio, S. (2019). Access-awareness-agency (AAA) model of music-based social-emotional competence (MuSEC). Music & Science, 2.
Saarikivi, K. A., Huotilainen, M., Tervaniemi, M., & Putkinen, V. (2019). Selectively Enhanced Development of Working Memory in Musically Trained Children and Adolescents. Frontiers in Integrative Neuroscience, 13.
Sala, G., & Gobet, F. (2020, January 15). Cognitive and academic benefits of music training with children: A multilevel meta-analysis. https://doi.org/10.31234/osf.io/7s8wr
Swaminathan, S., & Schellenberg, E.G. (2019). Music training and cognitive abilities: Associations, causes, and consequences. In M.H. Thaut & D.A. Hodges (Eds.), The Oxford handbook of music and the brain (pp. 645-670). Oxford, UK: Oxford University Press.
Stern, D. N. (1999). Vitality contours: The temporal contour of feelings as a basic unit for constructing the infant's social experience. In P. Rochat (Ed.), Early social cognition: Understanding others in the first months of life (p. 67–80). Lawrence Erlbaum Associates Publishers.
Särkämö, T. (2018). Cognitive, emotional, and neural benefits of musical leisure activities in aging and neurological rehabilitation: a critical review. Ann Phys Rehabil Med, Nov. 61 (6), 414-418.
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(1), 3-48.
van der Schyff, D., Schiavio, A., Walton, A., Velardo, V., & Chemero, A. (2018). Musical creativity and the embodied mind: Exploring the possibilities of 4E cognition and dynamical systems theory. Music & Science, 1
Welch, G. F., Biasutti, M., MacRitchie, J., McPherson, G. E. & Himonides, E. (2020). Editorial: The Impact of Music on Human Development and Well-Being. Frontiers in Psychology, 11 pp. 1246-.