Effects of Background Music on Musical Task Performance and Subsequent Music Preference

1979 ◽  
Vol 49 (1) ◽  
pp. 39-45 ◽  
Author(s):  
John M. Geringer ◽  
Janice K. Nelson
Keyword(s):  
Task Performance ◽  
Preference Test ◽  
Background Music ◽  
Music Students ◽  
Music Majors ◽  
Music Preference ◽  
Musical Excerpts ◽  
Task Conditions ◽  
Subsequent Preference

The present study examined the effects of background music on performance of a musical task and on subsequent preference for that music. 60 music and 60 non-music majors heard background music in music-only or music-plus-task conditions, and a third group heard no music in a task-only condition. A preference test of four musical excerpts, including the background music excerpt, was administered subsequently to all three groups of subjects. Although music majors scored higher than non-majors, background music did not differentially affect task scores. Music students exhibited a differential preference following both musical conditions, while non-music subjects demonstrated differential preference only following the music-only condition.

Effects of Concurrent Manual Task Performance on Connected Speech Acoustics in Individuals With Parkinson Disease

2019 ◽  
Vol 62 (7) ◽  
pp. 2099-2117 ◽  
Author(s):  
Jason A. Whitfield ◽  
Zoe Kriegel ◽  
Adam M. Fullenkamp ◽  
Daryush D. Mehta
Keyword(s):  
Task Performance ◽  
Speech Production ◽  
Dual Task ◽  
Motor Task ◽  
Task Condition ◽  
Connected Speech ◽  
Speech Acoustics ◽  
Single Task ◽  
Manual Task ◽  
Task Conditions

Purpose Prior investigations suggest that simultaneous performance of more than 1 motor-oriented task may exacerbate speech motor deficits in individuals with Parkinson disease (PD). The purpose of the current investigation was to examine the extent to which performing a low-demand manual task affected the connected speech in individuals with and without PD. Method Individuals with PD and neurologically healthy controls performed speech tasks (reading and extemporaneous speech tasks) and an oscillatory manual task (a counterclockwise circle-drawing task) in isolation (single-task condition) and concurrently (dual-task condition). Results Relative to speech task performance, no changes in speech acoustics were observed for either group when the low-demand motor task was performed with the concurrent reading tasks. Speakers with PD exhibited a significant decrease in pause duration between the single-task (speech only) and dual-task conditions for the extemporaneous speech task, whereas control participants did not exhibit changes in any speech production variable between the single- and dual-task conditions. Conclusions Overall, there were little to no changes in speech production when a low-demand oscillatory motor task was performed with concurrent reading. For the extemporaneous task, however, individuals with PD exhibited significant changes when the speech and manual tasks were performed concurrently, a pattern that was not observed for control speakers. Supplemental Material https://doi.org/10.23641/asha.8637008

Biochemical and Galvanic Skin Responses to Music Stimuli by College Students in Biology and Music

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1079-1090 ◽  
Author(s):  
Sherman D. VanderArk ◽  
Daniel Ely
Keyword(s):  
Plasma Cortisol ◽  
Physiological Responses ◽  
Music Students ◽  
Music Majors ◽  
Physiological Changes ◽  
Biology Students ◽  
Before And After ◽  
Behavioral Therapies ◽  
Skin Responses ◽  
Galvanic Skin Responses

The purpose of this study was to examine biochemical and physiological responses to musical stimuli. Specifically, university music and biology students' plasma levels of norepinephrine, endorphin, and Cortisol, and their galvanic skin responses were measured before and after listening to two different musical selections in an anechoic chamber and during controlled silence. The results indicated that biochemical variables changed significantly in both groups during listening to music but were not different during the controlled silence. These data suggest that music majors may listen more analytically to music. GSR responses were significantly higher for music majors than biology majors, and plasma Cortisol increased in music students but decreased in biology students. Music which elicits specific emotions induces physiological changes which may be beneficial to relaxation and behavioral therapies.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

The Effects of Background Music on Primary School Pupils' Task Performance

2002 ◽  
Vol 28 (2) ◽  
pp. 111-122 ◽  
Author(s):  
Susan Hallam ◽  
John Price ◽  
Georgia Katsarou
Keyword(s):  
Primary School ◽  
Task Performance ◽  
Background Music ◽  
Primary School Pupils

Piecing It Together: The Effect of Background Music on Children’s Puzzle Assembly

2018 ◽  
Vol 125 (2) ◽  
pp. 387-399
Author(s):  
Louis Koolidge ◽  
Robyn M. Holmes
Keyword(s):  
United States ◽  
Early Childhood ◽  
Task Performance ◽  
Background Music ◽  
European American ◽  
Northeastern United States ◽  
Assembly Task ◽  
Music Selection ◽  
American Children ◽  
Puzzle Task

This study explored the effects of background music on cognitive (puzzle assembly) task performance in young children. Participants were 87 primarily European-American children (38 boys, 49 girls; mean age = 4.77 years) enrolled in early childhood classes in the northeastern United States. Children were given one minute to complete a 12-piece puzzle task in one of three background music conditions: music with lyrics, music without lyrics, and no music. The music selection was “You’re Welcome” from the Disney movie “Moana.” Results revealed that children who heard the music without lyrics completed more puzzle pieces than children in either the music with lyrics or no music condition. Background music without distracting lyrics may be beneficial and superior to background music with lyrics for young children’s cognitive performance even when they are engaged independently in a nonverbal task.

Differences in Preference for Subtle Dynamic Nuance between Conductors, Middle School Music Students, and Elementary School Students

2001 ◽  
Vol 49 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Vernon Burnsed
Keyword(s):  
Middle School ◽  
Significant Proportion ◽  
Preference Test ◽  
Folk Songs ◽  
Music Students ◽  
Musical Experience ◽  
School Students ◽  
School Music ◽  
Realistic Representation ◽  
Elementary And Middle School

This study began as a systematic replication of two previous studies in which a significant proportion of elementary and middle school music students preferred versions of American folk songs with explicit variation in dynamics over versions of the same folk songs where the dynamics were held constant. In the present study, the preference test used in the previous studies was modified to reflect a more realistic representation of dynamic nuance. Dynamic variation was reduced by one-third, and smoother curvatures were applied to the crescendos and decrescendos of the expressive versions of the 10 folk songs. This revised test was administered to 288 Grade 1–5 students, 78 middle school music students, and 22 conductors. The results of the study indicate that age and/or musical experience may affect perception and preference for subtle dynamic nuance in music.

The Effects of Texture and Number of Parts on the Ability of Music Majors to Detect Performance Errors

1997 ◽  
Vol 45 (1) ◽  
pp. 51-66 ◽  
Author(s):  
James L. Byo
Keyword(s):  
Graduate Students ◽  
Repeated Measures ◽  
Music Majors ◽  
Error Type ◽  
Musical Excerpts ◽  
Performance Errors ◽  
Main Effects ◽  
Recorded Performances

The purpose of this study was to examine graduate and undergraduate music majors' ability to detect pitch arid rhythm errors in one-, two-, and three-part settings of texturally contrasting musical excerpts. A stimulus audiotape consisting of 12 excerpts resulted from the following arrangement by texture and number of parts: 4 one-part excerpts, 2 two-part and 2 three-part homorhythmic excerpts, and 2 two-part and 2 three-part polyrhythmic excerpts. Subjects ( N = 150) listened to purposefully marred recorded performances of these excerpts and attempted to identify pitch and rhythm errors by circling appropriate places on correctly notated scores. Results of analyses of variance with repeated measures on correct responses indicated significant main effects of degree status (graduate students were more accurate than were undergraduates); number of parts (subjects were most accurate in one-part settings, less accurate in two-part settings, and least accurate in three-part settings); texture (subjects were more accurate in homorhythmic texture than in polyrhythmic texture); and. error type (subjects were more accurate detecting rhythm errors than pitch errors). Significant interactions indicated that these variables did not function independently of each other.

Examining College Music Majors’ Perceived Barriers and Motivation to Exercise

2020 ◽  
Vol 35 (4) ◽  
pp. 181-187
Author(s):  
Matthew W. Seitz ◽  
Jacob J. Levy ◽  
Barbara A. Murphy
Keyword(s):  
Physical Exercise ◽  
Self Efficacy ◽  
Self Determination Theory ◽  
Music Students ◽  
Music Majors ◽  
Exercise Motivation ◽  
Music Culture ◽  
Demographic Questionnaire ◽  
Barriers To Exercise ◽  
College Music

Previous research has revealed music majors, in general, do not identify as exercisers, subjecting them to various health risks. Influenced by self-determination theory, the current study examined exercise motivation and self-efficacy in overcoming barriers to exercise in relation to number of times per week collegiate music majors reported they engaged in physical exercise. One hundred six college music majors completed a demographic questionnaire regarding their participation in marching music activities and how many days per week they engaged in physical exercise. They also completed two standardized questionnaires that assessed their motivation to exercise (i.e., Behavioural Regulation in Exercise Questionnaire-2) and their confidence in overcoming barriers to exercise (i.e., Barriers Specific Self-Efficacy Scale). Results indicated that music majors who espoused a stronger identified motivation to exercise and had greater self-efficacy in their perceived ability to overcome barriers to exercise reported a greater frequency of exercise engagement. Sex difference were also found, with female music students being less confident (than their male counterparts) in their ability to overcome barriers to exercise. These findings highlight the motivations, obstacles, and perceptions of exercise in the music culture, providing a helpful start for comprehending what drives individuals in this domain.

Division of Attention: The Single-Channel Hypothesis Revisited

1989 ◽  
Vol 41 (1) ◽  
pp. 1-17 ◽  
Author(s):  
William H. Gladstones ◽  
Michael A. Regan ◽  
Robert B. Lee
Keyword(s):  
Task Performance ◽  
Dual Task ◽  
Single Channel ◽  
Strong Support ◽  
Information Load ◽  
Dual Task Performance ◽  
Serial Reaction ◽  
Task Conditions ◽  
Relationship Of ◽  
The Relationship

Two experiments are reported in which subjects performed two forced-paced serial reaction time tasks separately and together at their maximum sustainable rates of information processing. Experiment 1 investigated the effects on the relationship between single- and dual-task performance of using tasks with the same or different input and output modality characteristics; an additional condition tested the effects on this relationship of using tasks with higher S–R compatibility. Experiment 2 investigated the effects on the relationship between single- and dual-task performance of varying information load (number of S–R alternatives). No significant differences were found in subjects’ capacities to process information in single- and dual-task conditions. This finding was unaffected by: (a) the absolute information levels of the tasks, (b) whether inputs and/or outputs involved the same or different modalities, or (c) the level of S–R compatibility. The data from both experiments provide strong support for the single-channel hypothesis.

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