Dr. Franziska Degé
Research Areas
- Development of musical abilities
- Measuring musical abilities
- Associations between motoric development and the development of rhythmical abilities
- Transfer effects of music lessons on cognitive abilities (phonological awareness, memory, executive functions)
- Associations between music lessons, music aptitude and personality
- Joint music making and prosocial behavior
Vita
Academic education
2011 | PhD (distinction, summa cum laude) at Justus-Liebig-University Giessen on the topic: “Music lessons and cognitive abilities in children: Investigating the nature of their associations” |
2002–2007 | Studies in Psychology at Justus-Liebig-University in Giessen, Degree: graduated in Psychology (Dipl. Psych.) |
| 2002 | Bilingual diploma from a German secondary school (Europaschule Gladenbach) qualifying for university admission |
Career
| Since 10/2018 | Research Fellow at the Max Planck Institute for Empirical Aesthetics, Music Department |
2016–2018 | Mentee at ProProfessur, mentoring program for female scientists |
2012–2018 | Assistant Professor at the department for developmental psychology at the Justus-Liebig-University Giessen |
| 2014–2021 | Member of the executive council of the German Society for Musicpsychology |
07/2013–10/2013 | “Visiting scientist” at the “auditory development lab” of Prof. Dr. S. Trehub, University of Toronto Mississauga, Kanada |
2008–2011 | Member of the research network "empirical research on classroom teaching and education" Justus-Liebig-University Giessen |
Publications
Peer-reviewed articles
Will, J. K., Roeske, C., & Degé, F. (2024). Development of tonality and consonance categorization ability and preferences in 4- to 6-year-old children. Frontiers in Psychology, 15. doi.org/10.3389/fpsyg.2024.1270114
Degé, F., Frischen, U., & Schwarzer, G. (2024). Musikunterricht und kognitive Entwicklung. In G. Bernatzky, & G. Kreutz (Eds.), Musik und Medizin: Chancen für Therapie, Prävention, Rehabilitation und Bildung (2, pp. 515-538). Berlin, Heidelberg: Springer. doi:10.1007/978-3-662-67506-9_27.
Frischen, U., Degé, F., & Schwarzer, G. (2022). The relation between rhythm processing and cognitive abilities during child development: The role of prediction. Front. Psychol. 13:920513. doi: 10.3389/fpsyg.2022.920513
Frischen, U., Schwarzer, G., & Degé, F. (2022). Music training and executive functions in adults and children: What role do hot executive functions play? Zeitschrift für Erziehungswissenschaften (July). https://doi.org/10.1007/s11618-022-01103-1
Degé, F. & Frischen, U. (2022). The Impact of Music Training on Executive Functions in Childhood – a Systematic Review. Zeitschrift für Erziehungswissenschaft 25, 579-602. https://doi.org/10.1007/s11618-022-01102-2
Degé, F., Patscheke, H., & Schwarzer, G. (2022). The influence of music training on motoric inhibition in German preschool children. Musicae Scientiae, 26 (1), 172-184.
Frischen, U., Schwarzer, G., & Degé, F. (2021). Music lessons enhance executive functions in 6- to 7-year-old children. Learning and Instruction, 74(December 2020). https://doi.org/10.1016/j.learninstruc.2021.101442
Buren, V., Müllensiefen, D., Roeske, T.C., & Degé, F. (2021). What Makes Babies Musical? Conceptions of Musicality in Infants and Toddlers. Frontiers in Psychology, 12:736833. doi.org/10.3389/fpsyg.2021.736833
Buren, V., Müllensiefen, D., Roeske, T., & Degé, F. (2021). What makes a child musical? conceptions of musical ability in childhood. Early Child Development and Care, 191(12), 1985–2000. doi.org/10.1080/03004430.2020.1866566
Buren, V., Degé, F., & Schwarzer, G. (2021). Active music making facilitates prosocial behaviour in 18-month-old children. Musicae Scientiae, 25(4), 449–464. doi.org/10.1177/1029864919892308
Degé, F. (2021) Music Lessons and Cognitive Abilities in Children: How Far Transfer Could Be Possible. Front. Psychol. doi:10.3389/fpsyg.2020.557807
Degé, F., Müllensiefen, D., & Schwarzer, G. (2020). Musical abilities and phonological skills in 9- to 12-year-old children: Can singing abilities predict phonological awareness? Jahrbuch Musikpsychologie(29). doi:10.5964/jbdgm.2019v29.66
Frischen, U., Schwarzer, G., & Degé, F. (2019). Comparing the Effects of Rhythm-Based Music Training and Pitch-Based Music Training on Executive Functions in Pre-schoolers. Frontiers in Integrative Neuroscience, 13(August), 1–11. https://doi.org/10.3389/fnint.2019.00041
Vesker, M., Bahn, D., Degé , F., Kauschke, C., & Schwarzer, G. (2019). Identification of Emotional Facial Expressions in the Lab and Over the Internet. Psychology, Journal of the HSE. 16(3):571-583. doi:10.17323/1813-8918-2019-3-571-583
Vesker, M. Bahn, D. Degé, F., Kauschke, C., Schwarzer, G. (2018) Developmental changes in the categorical processing of positive and negative facial expressions. PLoS ONE 13(8): e0201521. doi:10.1371/journal.pone.0201521
Degé, F.& Kerkovius, K. (2018). The effects of drumming on working memory in older adults. Annals of the New York Academy of Sciences, 1423, 242-250.
Degé, F. & Schwarzer, G. (2018). The influence of an extended music curriculum at school on academic self-concept in 9- to 11-year-old children. Musicae Scientiae, 22 (3), 305-321.
Vesker, M. Bahn, D. Degé, F., Kauschke, C., Schwarzer, G. (2018) Developmental changes in the categorical processing of positive and negative facial expressions. PLoS ONE 13(8): e0201521. doi:10.1371/journal.pone.0201521
Vesker, M., Bahn, D., Kauschke, C., Tschense, M., Degé, F., & Schwarzer, G (2018). Auditory emotion word primes influence emotional face categorization in children and adults, but not vice versa. Frontiers in Psychology 9, 618.doi:103389/fpsyg.2018.00618
Patscheke, H., Degé, F., & Schwarzer, G. (2018). The effects of training in rhythm and pitch on phonological awareness in four- to six-year-old children. Psychology of Music. Online first. DOI:10.1177/0305735618756763
Degé, F. & Schwarzer, G. (2017). Music lessons and verbal memory in 10- to 12-year old children: Investigating articulatory rehearsal as mechanism underlying this association. Psychomusicology: Music, Mind, and Brain, 27(4), 255-256.
Degé, F. & Schwarzer, G. (2017). The influence of an extended music curriculum at school on academic self-concept in 9- to 11-year-old children. Musicae Scientiae. online first https://doi.org/10.1177/1029864916688508
Degé, F., Patscheke, H., & Schwarzer, G. (2017). Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children? Musicae Scientiae, 21 (4), 465-478
Vesker, M., Ludwig, D., Degé, F., Kauschke, C., & Schwarzer, G. (2017). Perceiving Arousal and Valence in Facial Expressions: Differences Between Children and Adults. European Journal of Developmental Psychology, online first
Degé, F. & Schwarzer, G. (2016). Der Einfluss von musikalischem Training auf die Entwicklung der phonologischen Bewusstheit im Vorschulalter. Frühe Bildung, 5 (3), 150-156.
Patscheke, H., Degé, F., & Schwarzer, G. (2016). The effect of a music program on phonological awareness in preschool children of immigrant families. Front. Psychol. 7:1647. doi: 10.3389/fpsyg.2016.01647.
Degé, F., Kubicek, C., & Schwarzer, G. (2015). Associations between musical abilities and precursors of reading in preschool aged children. Frontiers in Psychology, 6:1220. doi: 10.3389/fpsyg.2015.01220.
Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2014). Music lessons and academic self-concept in 12- to 14-year-old children. Musicae Scientiae, 18(2), 203-215.
Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29, 195-201.
Degé, F. & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, DOI: 10.3389/fpsyg.2011.00124.
Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2011). The influence of two years of school music training in secondary school on visual and auditory memory. European Journal of Developmental Psychology, 8(5), 608-623.
Wehrum, S., Degé, F., Ott, U., Walter, B., Stippekohl, B., Kagerer, S., Schwarzer, G., Vaitl, D., & Stark, R. (2011). Can you hear a difference? Neuronal correlates of melodic deviance processing in children. Brain Research, 1402, 80-92.
Non-peer-reviewed articles
Degé, F. (2017). (Rezension) Wilfried Gruhn & Annemarie Seither-Preisler (Hrsg.): Der Musikalische Mensch. Evolution, Biologie und Pädagogik musikalischer Begabung. Hildesheim: Georg Olms Verlag AG 2014. Jahrbuch Musikpsychologie, 27, S.203-205.
Degé, F. (2015, Februar). Die nächste Studie kommt bestimmt: Macht Musikunterricht wirklich intelligenter und sollten wir uns das wirklich fragen? Neue Musikzeitung, S. 28.
Degé, F. (2013). Besser lesen mit Musik: Musizieren kann das Erlernen von Lesen und Schreiben positiv beeinflussen. Das Orchester,9, 44-45.
Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2009). Music training, cognitive abilities and self-concept of ability in children. In J. Louhivuori, T. Eerola, S. Saarikallio, T.I Himberg, P. Eerola (Ed.), Proceedings of the 7th Triennial Conference of European Society for the Cognitive Sciences of Music (ESCOM 2009) Jyväskylä, Finland, 60-68.
Editorial Work
Degé, F. & Schellenberg, E.G. (2015/16). Frontiers Research Topic „Associations between personality and music: Aptitude, training, and preferences“.
Bookchapters
Degé, F. (in press). Kognitive Transfereffekte musikalischer Betätigung im Grundschulalter.
Degé, F. (in print). Entwicklungstheorien und Entwicklungsaufgaben. In J. Strohmer (Hrsg.). Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort. Hogrefe.
Degé, F. (2019). Musikalische Fähigkeiten, Entwicklung. In M.A. Wirtz (Ed.). Dorsch: Lexikon der Psychologie. (S.). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2018). Entwicklungstheorien und Entwicklungsaufgaben. In J. Strohmer (Ed.). Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort (pp. 99–106). Göttingen: Hogrefe.
Degé, F. & Roden, I. (2018). Entwicklung musikalischer Fähigkeiten: Kindergarten und Grundschule. In A. C. Lehmann & R. Kopiez (Hrsg.). Handbuch Musikpsychologie. Göttingen: Hogrefe.
Trehub, S. & Degé, F. (2016). Reflections on infants as musical connoisseurs. In G. McPherson (Hrsg.). The child as musician: A handbook of musical development (pp. 31-51). Oxford: Oxford University Press.
Degé, F. & Schwarzer, G. (2015). Musik und kognitive Entwicklung. In G. Bernatzky & G. Kreutz (Hrsg.). Musik und Medizin: Chancen für Prävention, Therapie und Bildung (S.359-373). Wien: Springer-Verlag.
Degé, F., Kubicek, C., & Schwarzer, G. (2014). Entwicklungspsychologische Aspekte der Sexualität. In: K. Tabbert, A.-V. Stirn, S. Wehrum, R. Stark und S. Oddo (Hrsg.). Körper, Sexualität und Neurobiologie: Grundlagen und Störungsbilder im interdisziplinären Fokus (S. 35-45). Stuttgart: Kohlhammer.
Degé, F. & Schwarzer, G. (2014). Musikalische Fähigkeiten. In A. Lohaus & M. Glüer (Hrsg.). Entwicklungsförderung im Kindesalter (S.221-237). Göttingen: Hogrefe Verlag GmbH & Co KG.
Degé, F. (2013). Rouge-Test. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.1342). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2013). Emotionen, sekundäre. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.442). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2013). Emotionen, primäre. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.441). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2013). Selbst, kategoriales. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.1390). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2013). Entwicklung, handlungstheoretische Ansätze. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.461). Bern: Verlag Hans Huber, Hogrefe AG.
Degé, F. (2013). Behaltensspanne, Entwicklung der. In M.A. Wirtz (Hrsg.). Dorsch: Lexikon der Psychologie. (S.251). Bern: Verlag Hans Huber, Hogrefe AG.
Schwarzer, G. & Degé, F. (2013). Theorien der Wahrnehmungsentwicklung. In L. Ahnert (Hg.), Theorien in der Entwicklungspsychologie (S. 94-173). Heidelberg: Springer.
Schwarzer, G. & Degé, F. (2011). Entwicklung musikalischer Fähigkeiten. In H. Keller (Hrsg.), Handbuch der Kleinkindforschung, 4. Auflage (S. 722-742). Bern: Verlag Hans Huber, Hogrefe AG.
Schwarzer, G., Wehrum, S., Degé, F. & Stark, R. (2011). Neurokognitive Entwicklung und Musikunterricht (Forschungsbericht). In A. Heine & A.M. Jacobs (Hrsg.), Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive (S. 131-146). Münster: Waxmann.
Wehrum, S., Degé, F., Schwarzer, G. & Stark, R. (2009). Positive Wirkung von Musik auf Lernverhalten und Emotionen. In Bundesministerium für Bildung und Forschung (Hrsg.), Pauken mit Trompeten Bildungsforschung Band 32. Bonn, Berlin: Bundesministerium für Bildung und Forschung.
Grants & Prices
Stipendien und Preise
07/2006 – 10/2006 | Stipendiary of the Steuben-Schurz-Society to intern at the NIH (National Institute of Health, Bethesda) at the "Laboratory of comparative ethology", USA |
Projects
- Musical development in children
How do children learn to sing melodies and produce rhythms? How do they develop musical taste? How do they learn to understand and use music in various situations? Can we boost spontaneous, implicit musical learning with educational ...