...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 (Jackson & Tluaka...
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...RYERSON UNIVERSITY Department of Philosophy and Music CMUS 501, Winter 2015 Traditional Musics of the World Class Times: Wed: 6:30-9:30 pm Room: POD368 Instructor: Gerry McGoldrick E-mail: gerrymcg@ryerson.ca Office Hrs: Wednesdays before or after class COURSE DESCRIPTION: This course examines musical cultures around the world, focusing on traditional genres. Course content covers conceptual, structural, rhythmic and modal systems. The functions and meanings of music in diverse cultures will be examined. Music from various regions, including East and South East Asia, Africa, and North America, will be discussed. GOALS OF THE COURSE: To survey specific musical cultures from around the world. To develop an understanding of how these cultures are reflected in their musics by examining their creation, uses, elements, transmission, and value. To improve your ability to discuss and understand musical concepts and pieces through analysis of basic musical parameters. COURSE EVALUATION: Listening Quiz 1 10% Week 6 Test 1 25% Week 6 Essay 30% Week 10 Listening Quiz 2 10% Week 13 Final Test (In-class) 25% Week 13 Please notify the professor, in writing, of any accommodations requested during the term for religious observances or disability, by the second class as per university policy. Any alterations in assignments, tests or deadlines will be discussed in class prior to implementation. This course is lecture-based...
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...procedure and logic of each. 1) Restate the research question; specify the null theory about the populations. State the null theory and the alternate theory Null: Ho: Alteration: Ha: 2) Determine the features of the compared distribution. Define the level of significance, using type 1 errors; identify sample size using data and resources that are available. 3) Define the region cutoff sample score. Identify the test statistics and sampling distributions. 4) Determine the sample’s score on the comparison distribution. Collect any data and compute the statistics test to find p -value 5) Select the appropriate theory. Classify the p-value and identify whether not to reject the null theory. Summarize the results and give a clear comprehensive solution towards the underline problem. (14) Based on the information given for each of the following studies; decide whether to reject the null hypothesis. For each, give (a) the Z- score cutoff (or cutoffs) on the comparison distribution at which the null hypothesis should be rejected (b) the Z score on the comparison distribution for the sample score and (c) your conclusion. Assume that all populations are normally distributed. Study A-D mean population = 5 Standard deviation = 1 Sample score = 7 P = study A&B =.05 P = study C&D = .01 Tails of this study a = 1(high prediction) Study b = 2 Study c = 1(high prediction) Study d = 2 Formula z = (SC-M)/SD Study A: (b) 7-5 = 2/1 = 2; (c) reject the Ho the...
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...MUSIC INDUCED HEARING LOSS: IMPROVING LISTENING HABITS INTRODUCTION It is now a norm in Singapore to see young individuals listen to music through their earphones or headphones in many of their typical day to day activities. Technological advances in audio devices have improved its sound quality and battery life thereby influencing more people to purchase such devices. Though it is generally regarded as a socially acceptable behaviour, detrimental effects will arise to the individual once there is abuse of audio volume in these devices. Unbeknownst to these teenagers, their exposure to music is condemning their ears to harmful levels of sound which will result in irreversible music induced hearing loss. Music induced hearing loss by definition is the disorder in which a person has been exposed to high levels of music over a prolonged period of time (HealthBridges info, 2011). Data from Changi General Hospital states that in recent years, hearing loss cases amongst younger generations in Singapore have doubled (Ng, 2010). The higher incidence of hearing loss in the population stems from a combination of prolonged usage of audio devices at high levels which will deteriorate hearing ability over time (Faloon, 2010). Hence it is imperative that public ignorance be rectified as the problem will exacerbate if it remains unaddressed. Given the effectiveness of social media in Singapore and the relative ease of highlighting Singapore’s health issues to the level of public debate...
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...Running Head: THE EFFECTS OF MUSIC ON READING COMPREHENSION The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Louis Sandro Y. Aboga Bakhita Mae Alexie N. Llames Aquinas University of Legazpi The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Music is more pervasive now than at any other point in history, functioning not only as a pleasurable art form, but also serving many important psychological functions (MacDonald, Hargreaves and Miell, 2002) and influencing cognitive functioning (Rauscher, Shaw, and Ky 1993) Music and Reading Comprehension Etaugh and Ptasnik (1982) found that individuals who rarely studied with background music showed better comprehension when they learned in silence, while those who frequently studied with music performed better in the presence of music. Hall (1952), exploring the possible uses of music in schools, found that performance on reading comprehension tests was significantly improved when background music was playing; 58% of the 245 8th and 9th graders taking part in the study, showed an increase in scores a reading test. Physiological Aspect on Music and Memory Numerous previous studies have tested to determine if the above conditions do in fact play an integral role in being a catalyst or antagonist to understanding complex literature. First the topic will be addressed from a biological perspective: processing in...
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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 Mozart effect & Music and Spatial Task Performance Courtney Corkill PSY 363: Cognitive Psychology Argosy University August 1st, 2014 The research hypothesis for Music and Spatial Task Performance is that listening to Mozart may have more of a positive effect on task performance than a relaxation tape or silence. The independent variables are the three groups that are music, silence, and relaxation tape. These are the independent variables because these are what can be manipulated (Gonzalez, C.). The dependent variable is the performance that is measured at the end of each test or experiment. Some variables that the researched were able to control in their study were the sound, or listening conditions, and the environment...
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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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...following questions. Chapter 4 1. List the five steps of hypothesis testing, and explain the procedure and logic of each. 1. Restate the question as a research hypothesis and a null hypothesis about the populations. a. This is the basic guidline by which the procedure will commence 2. Determine the characteristics of the comparison distribution a. One must choose which one is most applicable in the given situation 3. Determine the cutoff sample score on the comparison distribution at which the null hypothesis should be rejected. a. Here one can reject the null hypothesis if the cutoff score is higher than that of the sample one 4. Determine your sample’s score on the comparison distribution a. Once you compute your test one can observe if it is within the rejection range 5. Decide whether to reject the null hypothesis a. Once you have observed the rusults one can decide the final outcome 14. Based on the information given for the following studies, decide whether to reject the null hypothesis. Assume that all populations are normally distributed. For each, give: A 1.645 Z score cutoff Z = 2 reject B 1.96 Z score cutoff Z = 2 reject C 2.3263 Z score cutoff Z = 2 fail to reject D 2.576 Z score cutoff Z = 2 fail to reject |Study |µ |σ |Sample |p |Tails of Tests | | | ...
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... COURSE NAME | MUS 1101 - Music Appreciation | CLASS MEETINGS | North Metro Campus (NMC): 20867: M – W: 12:00 – 1:15, Rm: 109. 20868: M – W: 1:30 – 2:45, Rm: 109. Marietta Campus (MC): 20945: T – TH: 3:00 – 4:15, Rm: B160. 20836: T – TH: 10:30 – 11:45, Rm: B160. | CAMPUS/ROOM | Room 231 – Mountain View Campus, Mornings. | CREDIT HOURS | 3 | PREREQUISITE | ENG 1101 with C or better. | INSTRUCTOR | Pedro R. Rivadeneira Ph.D. | FACULTY EMAIL | privadeneira@ChattahoocheeTech.edu | OFFICE HOURS | Online Mondays, Wednesdays and Fridays or any other time that works for you. | TEXTBOOK and other resources you will need. | Text Book: The Enjoyment of Music, 12th ed. Shorter Version, 2011, Kristine Forney, Andrew Dell’antonio and Joseph Machlis with the Online Study Space which includes Video and iMusic Examples and also the e-book. New York: Norton & Company. The e-book is recommended, it has everything you’ll need; text, visual and listening examples all in one place which you can stream and it is cheaper than the paper copy of the book. For instructions as to how to access or purchase the online materials you are going to be needing for this course go to the “Lessons” tab in Angel, then click on the link that says: “Instructions for Purchasing The Enjoyment of Music online Materials.” Open and download the PDF file and follow the...
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...Lab D_____DCP ______ CE_______ DESIGN ASPECT 1: DEFINING THE PROBLEM AND SELECTING VARIABLES Background Information: The heart is a vital organ made of cardiac muscle that pumps blood throughout the body. Heart rate is associated with the contraction of the different chambers of the heart, and is considered myogenic. As a result, the heart beat is controlled independently of the central nervous system and is instead controlled by the pacemaker, also known as the Sino arterial node. The node sends signals through nerves in the heart to other nodes such as the AV or atrio-ventricular node and these result in the contraction of the chambers (Copeland, 1991). Heart rate is the number of heart beats per unit of time, typically expressed in beats per minute or bpm. The average heart rate at rest under normal conditions of adolescents and adults is 63.3 bpm ± 13.1 bpm, with variability of 3.2 bpm ± 2.1 (Leschka, 2006). Other factors also have an influence on the heart beat and heart rate such as the medulla of the brain of the hormone adrenaline. External stimuli or external factors also result in alterations of the heart rate. These include physical and emotional factors. One type of external stimuli that is shown to have effects on the heart rate is sound, specifically music. Music is currently being considered to be used as therapy for coronary conditions as well as on anxiety (Smolen et al, 2002). In addition, music is widely prevalent in the lives of adolescents. Teenagers...
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...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
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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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...Many scientists believe that music/audio have an immense effect on our brains. 1 Without music/audio, scientists believe our brains use long - term potentiation (LTP) to receive and comprehend information that is given to us. According to Michael Rugg, LTP is the “lasting communication established between two neurons when they are stimulated simultaneously”. When a person goes through an experience, a pair of neurons transfer information through a synapse, which is known as a chemical conversation. Once this happens, the reaction starts a continuous connection between the neurons streaming and creating a pattern. The event then becomes familiar to the person.2 We want to test how the LTP is affected by different music/audio. According to Mark A. W. Andrews, a...
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...LISTENING: http://www.englishclub.com/listening/everywhere.htm TEST: http://www.englishteststore.net/index.php?option=com_content&view=article&id=10427&Itemid=434 http://www.youproxytube.com/browse.php?u=NqyEELUDpo3Z2KcyWfykFJvHrPeYF1A2ZdoRY7wOex3sgZJNYes%3D&b=29 http://www.youproxytube.com/browse.php?u=NqyEELUDpo3Z2KcyWfykFJvHrPeYF1A2ZdoRfdIVRR%2FUiqJMP5Y%3D&b=29 indefinite exercise: http://www.englishexercises.org/makeagame/viewgame.asp?id=1555 choose the correct answer: 1) Mary volleyball on Mondays. 2) I every weekend. 3) Chris and Pat to school at 7:30 AM. 4) The students the homework in the afternoon. 5) Martha a tree. Write the previous senteces into the NEGATIVE form. Use "DO NOT" (not don´t) or "DOES NOT" (not doesn´t), please. a) Camila the homework at home. b) I my bike everyday. c) John to music. d) Tom football at the club on Tuesdays. e) My father his brand new car. f) You the newspaper on Sundays, g) My sister T.V. in the evening. h) Lucy and I at 9 o´clock everyday. i) Danielle home at 6:30. Complete the questions, then answer. 1) you up at 8 AM? Yes, . 2) Sylvia the homework? No, . 3) your mother your bedroom? Yes, . 4) you English? Yes, . 5) Clarisa a tree? No, . http://www.englishclub.com/grammar/verb-tenses_present_quiz.htm Test Form of Affirmative Sentences - Part 1 Choose the correct form. 1. We sometimes books...
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