Evaluate The Effects Of Music On Test Anxiety And Performance

There has been extensive research focusing on the various types and attributes of music, and on the types of participants that researchers have studied. Dobbs, Furnham, & McClelland (2010) found that music can be distracting to a person when they are trying to study for an important exam. There has also been research that found that when the therapeutic values of music are applied to those suffering from pain or disease, that music is very beneficial as it releases endorphins and chemicals in the brain that

Participants recruited from Texas State University undergraduate psychology students through the Texas State SONA system (via advertisement emails) and through undergraduate psychology statistics courses (via instructor announcement) included 177 (female=146, male=31). Participant’s ages ranged from 18 to 39 (M=20.77, SD=3.50). 47.2 % of the participants were white/Caucasian, 19.3 % were African American, 28.4 % were Hispanic/Latino, 3.4% were Asian and 1.7 % were Native Hawaiian and other Pacific Islander.

Introductory Psychology students (N = 305) from a mid-western university participated in the study online for course credit. Sixty-eight percent of the participants identified as female, 32% of the participants identified as male, and one participant did not indicate their gender. The majority of the participants were Caucasian (73%), and the average age of the participants was 19.04 (SD = 1.10).

102 students, 72 females, and 16 males and 14 who did not identify in upper division psychology classes from Missouri Southern State University participated in my experiment in return for extra credit. The age of the participants ranged from 19-74 years old with a mean of 25.53 (SD=9.06).

However when the two group’s SAT test scores were compared it was found that there was no significant difference between effects on the cognitive abilities of adolescents. This suggests that listening to Mozart only produces short-term increased cognitive abilities. Both these sources refute Don Campbell’s claim that listening to Mozart can have a powerful impact on the creative and intellectual development in children (Taylor & Rowe, 2012). Any cognitive enhancement that occurs is normally minimal and is not lasting as it does not show any change in IQ or reasoning ability (Helder, 2014). Helder states that a basic principle showing that learning has occurred is proven by its repeatability. As the ‘Mozart effect’ was considered only to have a short term effect on cognitive abilities of students then it is unlikely that students could repeat what they had been taught any better than without the music as the effect only lasted 10-15 minutes (Helder, 2014). Pietschnig, Voracek and Formann (2010) state that exposure to music stimulates the section of the cortex that is responsible for spatial awareness. However this stimulation does not result in long-term change in the intellectual and creative development of humans so therefore this refutes Don Campbells claims (Pietschnig, Voracek & Formann, 2010). Sources arguing that listening to Mozart produces only short-term effects on

The average age of the participants was around 18.5 years of age, however, all were under the age of 21. The participants were selected from introductory psychology courses, all of whom received credit with a passing grade. The participants ranged in gender, 82% were Caucasian, 13% were African-American, and the remaining 4% identified as other.

Students enrolled in an advanced psychology class at the University of Wisconsin-Milwaukee recruited participants. Each student enrolled in the class was required to recruit a minimum of eight participants to complete an online survey. Extra credit was available for recruiting additional participants. A sample of 327 emerging adults between the ages of 18 and 24 (M = 21.82, SD = 1.68) took part in the study. The majority of participants were female (55%). Participants were predominantly Caucasian (77%) but also involved persons whom identified as African-American (9%), Asian (6%), Latina/o (4%), Mixed (3%), Middle Eastern (1%), Native American (1%) and Pacific Islander (1%).

The participants in this study were community college students in professor Keo-Trang’s psychology classes. (N=46) The ages of the participants ranged from seventeen to forty-one years old (M=22.8; SD=4.66). Females outnumbered the males fourteen to thirty two. Two separate psychology classes completed the same study. The first class was a research and methods psychology class (N=24) who completed the study during the beginning of the class. The second class was an intro to psychology (N=22). Participation for this study was voluntary and motivated by the promise of course credit or extra credit.

The general purpose of this experiment is to find out if music affects one’s performance when exercising either negatively or positively. To test this, one could use any number of test subjects, although the design of this experiment requires one to test two subjects; one male and one female. Each test subject will be tested twice without music and twice with music. This experiment calls for four trials per test subject. Two trials were performed without music, and two were performed with music.

The purpose of this paper is to find if music had any effect on a student who is emotionally disturbed at P.S./I.S. 113? During the study, the writer used music as a therapy during tests and written assignments that the student previously refused to complete in a three-week span. A survey was distributed to discover if the student liked music. Through the use of music as therapy, the student was able to improve his grades dramatically and focus on his work. Previous research indicated that music therapy helps students who are emotionally disturbed and this study proves it.

The population is male and female introductory psychology college students. There were 300 college students that varied from age 18 – 55 years old. About 55.9% were

The participants who were involved in this experiment were Drake University students’ enrolled in Introduction to Psychology Lab. The students’ age ranged from 18-23 years old. In total there were 10 participants, 5 of which were male and 5 were female.

The mind is greatly impacted by music by showing healthful changes (www.bellaonline.com/articles/). Doctors now use music for their patients’ treatments in order to help them stay healthy (www.bellaonline.com/articles/). Heart patients acquired the same benefits from listening to classical music for thirty minutes as they did from anti-anxiety medication (www.bellaonline.com/articles/). Musical therapy has been used to help people with heart problems, which worked quite effectively. (www.bellaonline.com/articles/). People who have had migraines frequently, were trained to use music and relaxing procedures to reduce their headaches. Studies have also shown that music helps students with their intelligence levels (www.bellaonline.com/articles/). A majority of students had higher test scores than others because they listened to Mozart before their exam. People who listened to classical music for an hour and a half while revising manuscripts increased their accuracy by 21% (www.bellaonline.com/articles) (Mish 725.).

Research and conducting experiments is the most effective way possible to gain an answer. The type of research is based on the situation, the hypothesis, and the resources the individual or group has on hand. The purpose of this research paper is to examine the Mozart Effect from two different journals and answer questions based on the research materials. The first article for examination is Music and spatial task performance.

In recent years it’s become noticeable that students are using all different forms of music to help them while studying or doing homework. When listening to music one may notice how that person may tap their foot or drum their fingers, even though they appear to be focused on the task in front of them. The rhythm of the piece, whether it is fast or slow, causes the listener’s heartbeat to synch with it (How Music Affects Our Mood, 2014). The question however is which music to listen to. In some studies, test subjects show that the louder the music the more distracted the subjects became (Manthei, 2014). Doctor Emma Gray, a clinical psychologist in Britain, says, “If you choose the right music for the topic you are