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Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh

Music is strongly linked to attention and giving attention can boost intelligence. The purpose of this study was to scrutinize the impact of soft, stimulating, and depressing songs on the attention of students. The study was performed on 280 undergraduate students. Students were divided into 4 group...

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Autores principales: Begum, Mst. Marium, Uddin, Md. Sahab, Rithy, Jannatul Ferdaush, Kabir, Janisa, Tewari, Devesh, Islam, Azharul, Ashraf, Ghulam Md.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6371049/
https://www.ncbi.nlm.nih.gov/pubmed/30804845
http://dx.doi.org/10.3389/fpsyg.2019.00161
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author Begum, Mst. Marium
Uddin, Md. Sahab
Rithy, Jannatul Ferdaush
Kabir, Janisa
Tewari, Devesh
Islam, Azharul
Ashraf, Ghulam Md.
author_facet Begum, Mst. Marium
Uddin, Md. Sahab
Rithy, Jannatul Ferdaush
Kabir, Janisa
Tewari, Devesh
Islam, Azharul
Ashraf, Ghulam Md.
author_sort Begum, Mst. Marium
collection PubMed
description Music is strongly linked to attention and giving attention can boost intelligence. The purpose of this study was to scrutinize the impact of soft, stimulating, and depressing songs on the attention of students. The study was performed on 280 undergraduate students. Students were divided into 4 groups (i.e., control, soft, stimulating, and depressing) and subjected to 3 songs, soft (That’s My Name), stimulating (Rain Over Me) and depressing (Broken Angel) songs. The Uddin’s Numeral Finding (NF) and Typo Revealing (TR) tests were used to analyze the attention of the students. In the NF, 75.54% attention was exerted by students subjected to stimulating song followed by soft song’s group (i.e., 74.32%) with respect to control group. Amid all groups, the lowest percentage, 70.77% of attention was reported for students subjected to the depressing song. For TR test, stimulating song’s group exerted highest, 45.97% attention, soft song’s group exerted 45.27%, control group exerted 42.70%, and lowest (i.e., 41.54%) attention was exerted by depressing song’s group. In NF test, concerning sex, amid male and female, male exerted higher (77.04%) attention than female but for TR test female exerted higher (i.e., 48.15%) attention for students subjected to stimulating song. Regarding the age of the study in case of NF test for stimulating song’s group, 18–20 years age students exerted highest, 82.07% attention but for TR test highest, 48.75% attention was reported for 23–25 years age students. For NF test, regarding the age of the study 1st-year student exerted highest, 92.44% attention but for TR test highest, 57.33% attention was reported for 3rd-year students for stimulating song’s group. Concerning residential status in both NF and TR tests, for students lived with family subjected to stimulating song exerted highest, 77.93% and 48.6% attention, respectively with respect to students lived without family and remaining groups. This study suggested that song influences the neuronal circuits linked to alert and cognitive functions and the stimulating song has the acme power of increasing attention while depressing song reduces the attention. Therefore, the exciting song can be an operative intervention for enhancing attention, cognitive functions, and treatment of associated neuropsychological disorders.
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spelling pubmed-63710492019-02-25 Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh Begum, Mst. Marium Uddin, Md. Sahab Rithy, Jannatul Ferdaush Kabir, Janisa Tewari, Devesh Islam, Azharul Ashraf, Ghulam Md. Front Psychol Psychology Music is strongly linked to attention and giving attention can boost intelligence. The purpose of this study was to scrutinize the impact of soft, stimulating, and depressing songs on the attention of students. The study was performed on 280 undergraduate students. Students were divided into 4 groups (i.e., control, soft, stimulating, and depressing) and subjected to 3 songs, soft (That’s My Name), stimulating (Rain Over Me) and depressing (Broken Angel) songs. The Uddin’s Numeral Finding (NF) and Typo Revealing (TR) tests were used to analyze the attention of the students. In the NF, 75.54% attention was exerted by students subjected to stimulating song followed by soft song’s group (i.e., 74.32%) with respect to control group. Amid all groups, the lowest percentage, 70.77% of attention was reported for students subjected to the depressing song. For TR test, stimulating song’s group exerted highest, 45.97% attention, soft song’s group exerted 45.27%, control group exerted 42.70%, and lowest (i.e., 41.54%) attention was exerted by depressing song’s group. In NF test, concerning sex, amid male and female, male exerted higher (77.04%) attention than female but for TR test female exerted higher (i.e., 48.15%) attention for students subjected to stimulating song. Regarding the age of the study in case of NF test for stimulating song’s group, 18–20 years age students exerted highest, 82.07% attention but for TR test highest, 48.75% attention was reported for 23–25 years age students. For NF test, regarding the age of the study 1st-year student exerted highest, 92.44% attention but for TR test highest, 57.33% attention was reported for 3rd-year students for stimulating song’s group. Concerning residential status in both NF and TR tests, for students lived with family subjected to stimulating song exerted highest, 77.93% and 48.6% attention, respectively with respect to students lived without family and remaining groups. This study suggested that song influences the neuronal circuits linked to alert and cognitive functions and the stimulating song has the acme power of increasing attention while depressing song reduces the attention. Therefore, the exciting song can be an operative intervention for enhancing attention, cognitive functions, and treatment of associated neuropsychological disorders. Frontiers Media S.A. 2019-02-05 /pmc/articles/PMC6371049/ /pubmed/30804845 http://dx.doi.org/10.3389/fpsyg.2019.00161 Text en Copyright © 2019 Begum, Uddin, Rithy, Kabir, Tewari, Islam and Ashraf. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Begum, Mst. Marium
Uddin, Md. Sahab
Rithy, Jannatul Ferdaush
Kabir, Janisa
Tewari, Devesh
Islam, Azharul
Ashraf, Ghulam Md.
Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title_full Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title_fullStr Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title_full_unstemmed Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title_short Analyzing the Impact of Soft, Stimulating and Depressing Songs on Attention Among Undergraduate Students: A Cross-Sectional Pilot Study in Bangladesh
title_sort analyzing the impact of soft, stimulating and depressing songs on attention among undergraduate students: a cross-sectional pilot study in bangladesh
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6371049/
https://www.ncbi.nlm.nih.gov/pubmed/30804845
http://dx.doi.org/10.3389/fpsyg.2019.00161
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