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Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning
BACKGROUND: Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. METHODS: 226 subjects were randomly assigned to one of five groups (one cont...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3986892/ https://www.ncbi.nlm.nih.gov/pubmed/24670048 http://dx.doi.org/10.1186/1744-9081-10-10 |
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author | Jäncke, Lutz Brügger, Eliane Brummer, Moritz Scherrer, Stephanie Alahmadi, Nsreen |
author_facet | Jäncke, Lutz Brügger, Eliane Brummer, Moritz Scherrer, Stephanie Alahmadi, Nsreen |
author_sort | Jäncke, Lutz |
collection | PubMed |
description | BACKGROUND: Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. METHODS: 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 – recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. RESULTS: Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. CONCLUSIONS: The exposure to vocal or instrumental background music during encoding did not influence verbal learning. We suggest that the participants are easily able to cope with this background stimulation by ignoring this information channel in order to focus on the verbal learning task. |
format | Online Article Text |
id | pubmed-3986892 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-39868922014-04-16 Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning Jäncke, Lutz Brügger, Eliane Brummer, Moritz Scherrer, Stephanie Alahmadi, Nsreen Behav Brain Funct Research BACKGROUND: Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. METHODS: 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 – recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. RESULTS: Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. CONCLUSIONS: The exposure to vocal or instrumental background music during encoding did not influence verbal learning. We suggest that the participants are easily able to cope with this background stimulation by ignoring this information channel in order to focus on the verbal learning task. BioMed Central 2014-03-26 /pmc/articles/PMC3986892/ /pubmed/24670048 http://dx.doi.org/10.1186/1744-9081-10-10 Text en Copyright © 2014 Jäncke et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Jäncke, Lutz Brügger, Eliane Brummer, Moritz Scherrer, Stephanie Alahmadi, Nsreen Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title | Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title_full | Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title_fullStr | Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title_full_unstemmed | Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title_short | Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
title_sort | verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3986892/ https://www.ncbi.nlm.nih.gov/pubmed/24670048 http://dx.doi.org/10.1186/1744-9081-10-10 |
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