...of music within our culture. Jazz, rhythm and blues, rap, rock, and classical are some examples of types of music people listen to. Each individual has their own preference for the type they like the best. People of all ages listen to music. Everyone knows someone who likes to listen to some music while they work. it’s a widely held popular belief that listening to music while working can serve as a concentration aid, and if you walk into a public library or a café these days it’s hard not to notice a sea of white ear-buds and other headphones. Some find the music relaxing, others energizing, while others simply find it pleasurable. But does listening to music while working really improve focus? It seems like a counterintuitive belief–we know that the brain has inherently limited cognitive resources, including attentional capacity, and it seems natural that trying to perform two tasks simultaneously would cause decreased performance on both. Music can affect us in many different ways.Several students listen to music while studying. Music can affect our moods as well as our ability to concentrate depending on how often we listen to music and the type of personality we have, according to some of the research. One factor that may affect studying with music is the complexity of the music that is listened to. Kiger (n.d) as cited in by Lee (year)performed a study testing reading comprehension with one of three conditions. One was no sound, second was low information-load music and...
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...Research 2008, Vol. 3 The Effects of Different Types of Music on Cognitive Abilities Laurel Harmon, Kristen Troester Taryn Pickwick, Giovanna Pelosi Western Connecticut State University A variety of research has been conducted on the effects of different types of music on cognitive abilities. Many of these studies are based upon the Mozart Effect, which claims that listening to classical music has an advantage over other types of music on learning. This study consists of two experiments which tested 54 college students ages 18-50. In Experiment 1, we hypothesized that participants exposed to Mozart would score significantly higher on a listening comprehension test than those exposed to rock music or silence. In Experiment 2, we hypothesized that listening to rock music would result in lower reading comprehension test scores than classical music or non-music groups. An ANOVA test indicated that the results for both experiments were non-significant. The relationship between music and learning has been an area of interest for researchers for many years. Some studies have shown that music can enhance cognitive abilities (Hall, 1952), and others have shown that it can interfere with complex cognitive processes but not simple processes (Fogelson, 1973). In 2004, researchers conducted a study that presented the effect of Mozart’s music on learning. The effect demonstrated that there may be an important relationship between certain types of music (e.g. classical) and learning...
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...and statistical treatment. Method and Techniques of the Study This study utilizes the experimental method of research to determine the significant effect of classical music in the reading comprehension of first year college students of Sto. Rosario Palay College. The experimental method is the only method that can be used to establish cause-and-effect relationships. In this method, the subjects are split into two groups: experimental and controlled group. The experimental group will read a passage while listening to classical music (Mozart Sonata for two pianos in D-major, K.448). The controlled group will read without the intervention of classical music. Moreover, quantitative and qualitative data were gathered with the use of a survey test and a researcher-made comprehension test. Population and Sample of the Study This study will examine the first year college students from all courses in the College Department of Sto. Rosario Sapang Palay College, a Catholic school in San Jose del Monte City, Bulacan. There were 30 participants and they will be divided into two groups (15 members in each group). The first group will read a selection while listening to classical music and the second group will also read the same selection without classical music. Stratified Random Sampling will be used in the selection of the participants and is a method wherein a subject is conducted through independent samples. Research...
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...EFFECTS OF POPULAR MUSIC ON MEMORIZATION TASKS Running Head: Music and memorization Abstract This study investigated the effects that popular music has on memory performance. It was proposed that popular music would adversely affect both studying and memory recall. Forty introductory psychology students participated in the study. Subjects were given a list of fifty words to study in 6 ½ minutes, with music either being present or absent. This was termed the learning stage. In this study, four conditions were tested. In all 4 conditions, subjects were assigned to either a “music” pre-period or a “non-music” pre-period and a “music” post-period or a “non-music” post-period. After they had studied the words, subjects were given another 6 ½ minutes to recall the words either with or without music present. This period was called the recall stage. The researchers hypothesized that music would have a detrimental effect on performance, these expected results were not found. Findings from this study suggested that students who study while listening to popular music performed at the same level as those without music present in either condition. Results indicated that women excelled in recall when the testing condition did not have music present in comparison to men. Effects of popular music on memorization tasks The purpose of this study was to find whether popular music would have a positive or negative effect on memory tasks. There are many different perspectives...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...Examining the Effects of Music on Memory <Name Removed> University of Mary Hardin-Baylor Abstract This experiment was designed to test the effects that classical music has on memory. Previous experiments have shown that the effects of music can be beneficial in work and school environments. Our hypothesis was that a group that is required to listen to classical music during a study would outperform a group who studied in silence. The participants were college students and were randomly assigned to two groups. The control group performed the experiment in complete silence, while the experimental group listened to classical music the entire time. Both groups were asked to examine a picture and memorize as much as they could for two minutes. Immediately after two minutes a short distraction film was played and a multiple choice test was given. The results were not statistically significant and our hypothesis was rejected. Methodological limitations and ideas for follow-up research are discussed. Keywords: music, memory, memorize, distraction, test Examining the Effects of Music on Memory Memory is an area that sparks the interest of many scientists. Memory can be affected by multiple genetic and environmental factors having positive and negative influences on working memory function (Alley & Greene, 2008). Research has shown that if music is played to babies while in the womb, they possess recognition and memory recall of the music a year after being...
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...Anderson, S. A., & Fuller, G. B. (2010). Effect of music on reading comprehension of junior high school students. School Psychology Quarterly, 25(3), 178-187. doi:10.1037/a0021213 Anderson and Fuller test the idea that listening to music while studying takes away from the reading performance of adolescents. They assert that there is a difference in reading comprehension scores obtained in a music free environment as opposed to an environment with lyrical music playing in the background. Also, that a gender difference exists between the 2 environments. This was tested by administering the reading comprehension subtest of the GMRT-4 to 334 7th and 8th graders. They were split into 4 groups and given the test over 2 days with a day in between. It was administered in a typical study hall setting and a non-typical study hall setting with lyrical music playing in the background. For all 4 groups the music environment score was lower than the music-free environment score. There was also a gender difference in scores for the two environments. Girls had a greater decline in the music environment than males. One of the strengths of this article is that they administered the test over 2 days with a mean of 1 day in between. The two study sessions were held a day apart to account for differences in students’ mood, anxiety level, or response to environment. Also, the form given in the music free environment and music environment varied across the four groups as well which day they...
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...Running head: MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT !1 ! ! ! ! ! Music And its Relationship To Overall Intellect Kymberlie Joy Hurd College of Southern Nevada ! ! ! ! ! ! ! ! ! ! ! Author Note This research paper was done for Psychology 240, Section 4001, taught by Professor Mason MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT Abstract A review of previous studies was conducted to test and measure the correlation of music and its influence on various levels of intellect. Subjects range in age from 9 to 67 and education from elementary school to undergraduate and beyond. Analysis included studies of subjects who listened to music and subjects that have varying levels of musical training. While some studies found significant results in some areas of cognition, intelligence and memory, they were inconsistent and concluded that further testing was needed. This review examines further the question of causation with music as a variable with a direct effect to a subject’s intellect as addressed by Schellenberg (2011). To understand if there is a direct relationship between music and intellect, further research of a subject’s background and mentality is required. !2 ! ! ! ! ! ! ! ! ! ! MUSIC AND ITS RELATIONSHIP TO OVERALL INTELLECT Title of Paper Here Many studies have sought to provide a significant and reliable relationship between music as a factor of a subject’s intelligence or memory retention. The results are often conflicting within each experiment...
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...The Effect of Music on Second Language Vocabulary Acquisition This Document Originally Appeared in NATIONAL NETWORK FOR EARLY LANGUAGE LEARNING Volume 6, Number 3 Spring 1993 Suzanne L. Medina, Ph.D. School of Education Graduate Education Department California State University, Dominguez Hills 1000 East Victoria Street Carson, CA 90747 Fax: (310) 514-0396 E-mail: smedina@forefrontpublishers.com It is currently a common practice to use songs in the classroom to support second language acquisition. The literature abounds with positive statements concerning music as a vehicle for first and second language acquisition. At the same time, empirical support for music as a vehicle for second language acquisition is lacking and there is concern that music may be simply a supplemental activity with little instructional value. In this study, the effect of music on the acquisition of English vocabulary in a group of second grade limited-English proficient children is reported. Incidental Vocabulary Acquisition In recent years, second language researchers have concerned themselves with the acquisition of vocabulary and have distinguished between vocabulary that is acquired incidentally and vocabulary that is acquired intentionally. During the preschool years, children rely exclusively on the oral language they listen to in order to acquire their first language. This acquisition of language takes place before children can read and without explicit instruction of any...
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...Correlational Study on types of music on the Academic performance of STE students of Oriental Mindoro National High School INTRODUCTION Many students listen to music to alleviate the emotional effects of stress and anxiety when engaged in complex cognitive processing, such as studying for a test, completing homework assignments, or while reading and writing. This practice is so common that it would be beneficial for college students to understand the role that music plays on cognitive performance. Researches demonstrating the effects of music on performance are well documented, but have shown ambiguous evidence on this matter. In studies conducted to learn about the effects of musical distraction on cognitive task performance, the findings have demonstrated the idea of music improving cognitive performance (Cockerton, Moore, & Norman, 1997), but there has also been research contradicting those results, where music was found distracting for participants performing cognitive tasks (Furnham& Bradley, 1997). However, with the plethora of music genres available to music listeners, it is important to understand how different types of music impact performance. Additionally, very few studies address the interaction between the intensity or volume of the music played and its effect on cognitive processing. The present study aims to understand the effect of listening to different genres of music played at different volume levels on cognitive task performance. Many students choose...
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...among component parts of sentences, and to recognize relationships among words and concepts. Verbal Reasoning questions appear in several formats, each of which is discussed in detail below. About half of the section requires you to read passages and answer questions on those passages. The other half requires you to read, interpret, and complete existing sentences, groups of sentences, -1- or paragraphs. All of the questions are multiple choice, with the number of choices varying, depending on the type of question. Verbal Reasoning Question Types The GRE Verbal Reasoning section contains three types of questions: Reading Comprehension, Text Completion, and Sentence Equivalence. In this section you will study each of these question types one by one, and you’ll learn valuable strategies for answering each type. Reading Comprehension Reading Comprehension questions are designed to test a wide range of abilities required to read and understand the kinds of prose commonly encountered in graduate school. Those abilities include: • understanding the meaning of individual words • understanding the meaning of individual...
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...poems using various comprehension strategies * Use creative writing tools to draft their class poem * Explore and evaluate the different railway systems across the world * Use technology to research about new topics and enhance learning * Use connections from real life to add and subtract numbers * Appreciate rhythm in poems by exploring the nuances of the same * Co-create tune for the class poem * Interview and learn from peers, family, relatives and community members * Design an independent project and co-create the same based on interviews, readings and research. Integration of Other Functional/Academic Skills: Problem Solving, Critical thinking/ Analysis are required throughout all the lessons. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome. With respect to integration of subjects, it would be Mathematics, History and Geography along with Reading fluency, Comprehension, Speaking and listening, and Writing. There will be use of technology, music and dance throughout the project. Estimated time and brief outline of the project: The estimated time of the project would be around 12-15 days. This completely depends on how students master each skill and how ready are they to learn at a particular pace. Each lesson would be around 45 mins and there would be different phases in the project. Phase 1: Literacy (New Vocabulary, Reading fluency, Comprehension, Speaking and listening...
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...Digital Story Reading As a Tool for Vocabulary Acquisition among Preschool Children Maiya Bianca Aguila, Alwyn John Lim & Catherine Francia De La Salle University Manila August 2013 Vocabulary acquisition is an essential part of young children’s literacy development, particularly their reading skills. It has been seen that acquiring a normal vocabulary is prerequisite for reading comprehension (Becker, 1977; Chall & Conard, 1991: Chall et al., 1990). This means that for a child to become a successful reader by the time he enters elementary he must be able to acquire the vocabulary necessary for his age. However, unlike phonics and other literacy skills, building basic vocabulary requires continuing support and there must be ongoing effort to introduce and explain new vocabulary (Hassan, 2012). Although the usual approach of presenting students with list of words to be mastered has been proven effective, research tells us that a great deal of vocabulary acquisition can take place through reading (Cho &n Choi, 2008; Elley, 1989, 1991; Vivas, 1996; Mason & Krashen, 2004; Krashen, 2004; Wang & Lee, 2007). As early as infants, children are being exposed to printed storybooks where they encounter new words to enhance their vocabulary. Research shows that reading to babies and toddlers yields promising results. Children who were exposed to story reading at an early age demonstrate greater language comprehension and larger vocabularies (Jacobson...
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...Making Use of English Subtitled K-Pop MV in Exploring Students’ Extensive Reading Comprehension YUNINGSIH Telkom University, Indonesia yuningsihlegiman@gmail.com ABSTRACT Studies on captions and subtitles in EFL learning gave positive effects on comprehension and vocabulary acquisition (Chung, 1996, Neurnan & Koskinen, 1992; Price, 1983; Vanderplank, 1988, 1993). Using song in ELT was highly impressive and motivating (Murphey, 1992; Lied, 2000). This study was designed to investigate the use of English-subtitled K-Pop MV in exploring students’ extensive reading ability. In this case study, five students, four girls and one boy, were selected. To collect the data, document analysis and an in-depth interview were conducted. The findings showed in comprehending the song, the students’ interpretations were still shallow and relying heavily on summary of narrative with very low-level inference. Meanwhile in vocabulary acquisition, it helped their better understanding wider range vocabulary, either in English or Korean. In addition, using K-Pop for learning English was more interesting and enjoyable, it is also motivating. Overall, using English-subtitle on K-Pop can be used as an alternative way to enliven extensive reading. Keywords: Subtitle, comprehension, extensive reading, interpretation, inference. INTRODUCTION The Korean wave—”hallyu” in Korean—refers to a surge in the international visibility of Korean culture, beginning in East Asia in the 1990s and continuing...
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...1 Teenagers’ Reasons for Listening to Music and the Students’ Perception of the Effects of Listening When Completing School Assignments1 Jennifer Adriano Educational Leadership Doctoral Program Thomas DiPaola Educational Leadership Doctoral Program Center for Research and Evaluation The Alan Shawn Feinstein Graduate School Johnson & Wales University 1 Paper presented at the 42nd annual meeting of the New England Educational Research Organization, April, 2010, Portsmouth, NH. 2 Introduction Music is a significant part of our lives. People listen to music on the radio at home and in their car; they watch music videos on television or hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in...
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