Music listening while you learn: no influence of background music on verbal learning
Jäncke L, Sandmann P
Behavioral and brain functions : BBF · 33 citas
Cómo se estudió
- Diseño
- Ensayo controlado aleatorizado (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
Según la declaración de financiación del texto completo.
Publicación
- Publicado
- 2010-01-01 · Behav Brain Funct · vol. 6 · número 1 · pág. 3
- Editorial
- BioMed Central
- Citado
- 114 citas · más que el 92% de estudios similares · 3.5× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 107 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY
- Áreas de investigación
- Neuroscience and Music Perception · Music Therapy and Health · Diverse Music Education Insights
- Palabras clave
- Active listening, Psychology, Cognitive psychology, Verbal learning, Stimulus (psychology), Electroencephalography, Event-related potential, Audiology, Cognition, Communication, Neuroscience, Medicine
- MeSH
- humans, electroencephalography, acoustic stimulation, pilot projects, verbal learning, auditory perception, psychomotor performance, educational measurement, music, adult, female, male, young adult
2 autores
- Lutz Jäncke🇨🇭 · autor de correspondenciaUniversity of Zurich
- Pascale Sandmann🇨🇭University of Zurich
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background
Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations.
Methods
Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow) and consonance (in-tune vs. out-of-tune). Noise was used as control stimulus. 75 subjects were randomly assigned to one of five groups and learned the presented verbal material (non-words with and without semantic connotation) with and without background music. Each group was exposed to one of five different background stimuli (in-tune fast, in-tune slow, out-of-tune fast, out-of-tune slow, and noise). As dependent variable, the number of learned words was used. In addition, event-related desynchronization (ERD) and event-related synchronization (ERS) of the EEG alpha-band were calculated as a measure for cortical activation.
Results
We did not find any substantial and consistent influence of background music on verbal learning. There was neither an enhancement nor a decrease in verbal learning performance during the background stimulation conditions. We found however a stronger event-related desynchronization around 800 - 1200 ms after word presentation for the group exposed to in-tune fast music while they learned the verbal material. There was also a stronger event-related synchronization for the group exposed to out-of-tune fast music around 1600 - 2000 ms after word presentation.
Conclusion
Verbal learning during the exposure to different background music varying in tempo and consonance did not influence learning of verbal material. There was neither an enhancing nor a detrimental effect on verbal learning performance. The EEG data suggest that the different acoustic background conditions evoke different cortical activations. The reason for these different cortical activations is unclear. The most plausible reason is that when background music draws more attention verbal learning performance is kept constant by the recruitment of compensatory mechanisms.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY).
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