A model for the social neuroscience of music production begins on a dubious note: Commentary on Greenberg et al. (2021).

Group singing and music-making behaviors that were rapidly adapted to the coronavirus disease (COVID-19) pandemic context suggest to Greenberg et al. (2021) not only a musical solution to pandemic-related social isolation but also the importance of the social neuroscientific side of music. They propose a model of the social neuroscience of music production premised on the view that group singing leads to increased levels of oxytocin (a neuropeptide associated with empathy and social bonding), citing data of Schladt et al. (2017) and Keeler et al. (2015) as support. The present commentary points out that Schladt et al. reported a decrease rather than an increase in oxytocin level following group singing. Further, reference to the work by Keeler et al. (2015) is only partially accurate, and evidence contrary to the oxytocin premise is ignored. Similar inaccuracy is associated with claims for cortisol, another primary component of their model. While the authors are applauded for directing attention to both the social neuroscience of music and the value of group singing, tempering the stated premises associated with the oxytocin and cortisol channels of the model is recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Singing lessons as a path to well-being in later life.

Seventy-two persons, who had begun voice lessons after 40 years of age, were invited to complete an online survey that focused on the singers' experience, motivation, goals, health and well-being, repertoire, practice, and demographic information; 48 respondents (33 females, mean age 60.81 years, range 48.83-82.08, SD = 6.99) completed the questionnaire. Most participants indicated that enjoyment and personal growth motivated their taking lessons. Over 90% commented on benefits of singing to their physical health (e.g., breathing) and mental health (e.g., mood, less depressive episodes). Despite the solitary aspect of singing lessons, 67% reported positive changes in social relations since taking lessons. Benefits to professional relations were also reported (e.g., confidence, listening to others). Repertoire level was generally high, consistent with a high average university educational level. Cost of lessons and time demands may account for the generally high socioeconomic status of respondents. Given that the singing voice is a musical instrument available to almost everyone, results might motivate older adults to consider taking voice lessons, encourage health care professionals to consider voice lessons as interventions to benefit clients, and persuade governments to subsidize voice lessons for older adults in their jurisdictions. The study provides a foundation for future research on the relative impacts on well-being of vocal lessons versus choral singing in the context of relative investments in the two activities.

A protocol for cross-cultural research on the acquisition of singing.

As part of a major collaborative research initiative, Advancing Interdisciplinary Research in Singing (AIRS), we developed a protocol for obtaining audiovisual information reflecting aspects of the ability to sing. We also developed a digital library prototype, the Children's International Media Exchange for Singing (CHIMES), to index and store the data for access through the Internet by researchers worldwide. The protocol was piloted at five monthly intervals with 20 individuals (children 3, 5, and 7 years of age and adults differing in vocal training level), validating its feasibility in Western culture and producing rich data amenable to numerous levels and kinds of analysis.