Effects of Music on Memory
Presenter Major
Psychology
Presentation Type
Poster
Location
Hays Theatre, Wilbur Arts Building
Start Date
26-4-2024 10:45 AM
End Date
26-4-2024 11:30 AM
Description (Abstract)
The effect of listening to music on studying and memory is unknown. Previous research indicates varied outcomes; some studies suggest music interferes with studying, while others propose potential benefits when factors like genre and IQ are considered. This study extends prior investigations by examining the influence of (a) music type (pop, classical, or silence) and (b) students' habitual music-listening practices on the performance on a memory task. I will be recruiting a sample of 40-80 participants from Molloy University psychology classes, aged 18-25. Classrooms will be randomly assigned to one of three conditions: classical music (Nocturne op.9 no.2, Chopin), pop music (Move along, All American Rejects), or no music while memorizing a list of 15 concrete nouns. Results will be measured by each participant's ability to recall the memorized words within a designated time frame. Data collection is underway and will be completed by the scheduled presentation. Through this investigation, the aim is to contribute to the insights of the role of music on recall during studying to help achieve effective study habits among students. Limitations, including small sample size and limited variability in participant demographics, are acknowledged, with implications for future research explaining the complex dynamics between music, studying, and memory.
Keywords
Music, Memory, Effects of Music on Memory, Studying
Related Pillar(s)
Study
Effects of Music on Memory
Hays Theatre, Wilbur Arts Building
The effect of listening to music on studying and memory is unknown. Previous research indicates varied outcomes; some studies suggest music interferes with studying, while others propose potential benefits when factors like genre and IQ are considered. This study extends prior investigations by examining the influence of (a) music type (pop, classical, or silence) and (b) students' habitual music-listening practices on the performance on a memory task. I will be recruiting a sample of 40-80 participants from Molloy University psychology classes, aged 18-25. Classrooms will be randomly assigned to one of three conditions: classical music (Nocturne op.9 no.2, Chopin), pop music (Move along, All American Rejects), or no music while memorizing a list of 15 concrete nouns. Results will be measured by each participant's ability to recall the memorized words within a designated time frame. Data collection is underway and will be completed by the scheduled presentation. Through this investigation, the aim is to contribute to the insights of the role of music on recall during studying to help achieve effective study habits among students. Limitations, including small sample size and limited variability in participant demographics, are acknowledged, with implications for future research explaining the complex dynamics between music, studying, and memory.
