Loud Music Results

He found that if the material to be remembered was sang in a rhythmic pattern, rather than spoken or studied by the participant, that the participant would do better on recalling the information, and that music majors performed significantly better than non- music majors on digit recall. Bonin and Smilek (2015), studied the

In the essay, “Blasting Music to Drown Out Reality”, by Sydney J. Harris, the author is determined that people use music as a way to, “keep reality at arm's length”. “It is not in order to hear the music, but in order that the vacuum in their minds may be soothed by the sound, so that silence does not force them into thinking about themselves or experiencing the real world of perception and sensation.” This shows how music has be used as earplugs to block away people's connection to the world around them, to silence their troubles if only for a moment. This thesis is explicit to make sure the readers can easily identify what the author's argument is going to be when they are examining

Perhaps the most tangible benefit of music education for students is the increase in their performance in the classroom. People often say, “Music makes you smarter,” but where is the evidence? As South Dakota State University’s Professor Kevin Kessler eloquently stated via email, “How were you

At least 10 minutes was taken up of each class so we could do the experiment. One of us went to the front and explain why we are doing it and what they were doing, while the other person passed out the test. To keep this anonymous experiment we only had them put the date and hour, then they had to flip over so they couldn't see the test, Once everyone had their test flipped over and they were ready we did on the count of three to get them started on the test. Giving them a minute to the test. Then later in class we graded all the test. Once we got all the test for the three days we got each class averages and compare how they class did within the three days. Also compared all of the rap, all the classical and all the no music. Likewise, the best way to organized our data was by a bar

In a study done by Jennifer L. Lilley, Crystal D. Oberle, and Jon G. Thompson, Jr. at Texas State University, they tested the effects of grade consequences and music on test anxiety and performance. The objective of this experiment was to evaluate the effects of the participants grades if there were consequences and how music effects the participates anxiety and their test performances. There were previous works cited on how people improve their spatial cognitive task performances after listening to Mozart (Ho, Mason, & Spence, 2007). They also included studies where there were no benefits to people’s spatial cognitive task performances after listening to Mozart (Hui, 2006).

In a quiet college classroom, participants were individually tested, with a seat positioned in view of a computer, and a seat on the side for the experimenter to sit. There were four tasks for the participants to complete, that were timed. The participants were told that if they were to make an error by naming the wrong color, to correct it and read the next color, as the experimenter would write how many errors

The purpose of this entire experiment was to see if music (a distraction) would affect how many time we could press a clothespin. We were hoping that the music would distract us from the pain we felt, and hopefully increased the amount of times we could press it. We even hypothesized that if we were distracted by fast-paced music, then the amount of total clothespin presses will increase. However, our hypothesis was not supported. The average amount of presses without music was 46.425, while the average amount of presses with music was only 43.9. The addition of music did not seem to affect the amount of presses in our experiment.

We will have about one hundred and fifty kids in total. Seventy five of them will go in one group while the other seventy five goes in another room. In the experiment group, we will give them both chocolate and mint. To get rid of the cofounding variable known as cheating we spread out the kids in the large testing room. We will also be having phones off in this test so the kids won’t be able to use it during the test, which gets rid of another confounding variable. Another confounding variable we have to get rid of is distractions. Anything that distracts the children could hinder the test, so the room has to be silent at all times. We will give out the same test, independent variable, to all of the kids in the experiment. We will see how the effects of the chocolate and mint, dependent variable, affect the kids that are taking the test. We will give them about forty five minutes to complete the test. If they do not finish in time, we will grade the questions that have been answered. We will then record all the results of the test and write them down on paper and compare it with the test scores of the control group. Once we compare these two results we will get an answer to the

Does multitasking increase or hinder your efficiency to preform or carry out a task. This has been the age old question in which people have been trying to answer. Many students now listen to music while doing homework as well as many adults do while working but is this actually getting things done in a timelier and efficient way? In my experiment I’m taking a group of children, giving them a simple math test while listening to music, then giving them a similar test in a quiet environment usually provided in a test taking area. I think the music will increase the overall scoring and increase the time of the students taking the test.

As the procedure shows this experiment was to learn about the different types of blood pressure and how music affects blood pressure. Participant one’s average blood pressure without music was 106/70 and increased to 112/72 while listening to rap music, decreased to 105/63 while listening to country music and decreased to 106/62 while listening to jazz music. Then, participant two’s average blood pressure without music appears to be 104/72 and was increased to 106/75 while listening to rap music, decreased to 101/62 while listening to country music, and decreased to 94/61 while listening to jazz music. Then, participant three’s average blood pressure without music is 112/66 and increased to 117/70 while listening to rap, decreased to 110/64 listening to country and decreased to 107/62 while listening to jazz music. Participant four’s average blood pressure was 131/77 and increased to 135/78 while listening to rap music, decreased to 128/75 while listening to country music, and decreased to 123/72 while listening to jazz music. Participant five’s average blood pressure was 124/77 and while listening to rap music the participants blood pressure

MUSIC AROUSAL ON RECALL 2Effects of Low and High Arousal Music on Recall Music is often used in modern day as an aid for recall and retention with homework, studying, and test-taking. Some professors and teachers utilize certain genres of music during tests to assist students in recall. It is common for individuals to listen to music during certain tasks in an attempt to boost either retention or recall. There are many studies that have found correlations between music and memory recall. Most studies conclude that low arousal music is beneficial for both recall and

If volunteers run on a treadmill with and without music to reach 70% of their target heart rate, then they’ll stop sooner when they don’t listen to music because music activates the part of the brain that deals with movement and rhythm. If someone is running at a constant speed by following the beat of the music, they’ll run more than someone who’s not listening to the beat. My experiment reinforced the hypothesis I made for it. In my data, the average time for how long volunteers ran with music is 162 seconds. Contrary, the average time for how long volunteers ran without music is 131 seconds. There’s a 31 second difference between those two average times. I think this happened because of music and how it releases dopamine. People would probably run faster because they’re calm while running. They wouldn’t suddenly speed up or slow down. Those

Compression is the process often used to make music appear to be louder without increasing its peak amplitude. By compressing the loudest signals, it becomes possible to increase the overall volume of a signal without exceeding the limits of a reproduction device or medium. This process has created what many call the loudness wars.

In school all across America we focus on remembering the facts, remember this, read this, and listen to this PowerPoint. The education system needs to shape young minds and teach instead of forcing knowledge upon them. Brains of young children are like a water balloon, it has room to expand for knowledge although, if you fill it to fast water will erupt or leak. Americans move fast, we believe the faster we go the further we will succeed. Despite these beliefs this does not work for students, to fast and to much water in their balloon will make it pop. All students are different, and have a different style of learning. There are a total of 7 different categories that all students fall under for learning they include visual, aural, verbal, physical, logical, social, and solitary (Lepi). As a result some students learn by working this groups, or using a song to remember material for an upcoming test. Others may like to see graphs to compare; and some comprehend chemistry better from seeing and studying a model of water. As a result of this diversity it is hard for many students to sit through a power point with facts to fully understand what they are learning. A study was performed using “Academic music” at Hoover elementary school in California. After 6 weeks of the technic of learning using music the students scored 50% higher on a fraction test then students at the same score using

The goal of this lab is to evaluate the effect of different music on test subjects taking math and literature tests, and see which music is the most distracting and the most helpful for subjects. . The objectives of this lab are to observe the effect that the pop, country, rock, and classical music have on the test subjects, and to measure the amount of problem marked wrong against the amount of problems not completed during the task.