Music’s effects are vast. According to Levitin (2006), the act of listening to music engages every area of the brain and every known neural subsystem, including memory. There are two main types of memory, explicit and implicit (Schacter, 1987; Jancke, 2008; Ettlinger, Margulis, & Wong, 2011). Explicit memory is the conscious recall of information; it is used while memorizing a list of words (Schacter, 1987; Ettlinger et al., 2011). Implicit memory is the unconscious memory that develops over time; since implicit memory stems from perceptual learning and experience, it lasts longer than explicit memory. (Schacter, 1987; Ettlinger et al., 2011; Jancke, 2008). Implicit memory will be tested since it is retained longer than explicit memory.
Priming is a form of implicit memory (Lowrey, Eisenberger, Hardin & Sinclair, 2007; Kesek, Cunningham, Packer, & Zelazo, 2011; Wiese, 2011). Priming teaches information subliminally, through picture, word, and auditory clues (Lowrey et al., 2007; Wiese, 2011; Peretz, Radeau, & Arguin, 2004). For example, Levy found that when older adults were exposed to words related to wisdom, they performed better on memory tests (1996). Lowrey, Eisenberger, Hardin & Sinclair (2007) found similar results, observing that when students were exposed to words dealing with intelligence before a midterm, …show more content…
However, there have been many conflicting results, which has led to the formation of two hypotheses. The cognitive capacity hypothesis states that a finite amount of resources are available to process information; therefore, when a task is complex enough, background music can impede task progress (Bottitroli et al., 2014). The arousal and mood hypothesis states that background music creates an arousal, or physiological activation, influencing the mood of the listener, creating enjoyment and leading to better cognitive performance (Bottitroli et al.,
Priming is a form of implicit memory (Lowrey, Eisenberger, Hardin & Sinclair, 2007; Kesek, Cunningham, Packer, & Zelazo, 2011; Wiese, 2011). Priming teaches information subliminally, through picture, word, and auditory clues (Lowrey et al., 2007; Wiese, 2011; Peretz, Radeau, & Arguin, 2004). For example, Levy found that when older adults were exposed to words related to wisdom, they performed better on memory tests (1996). Lowrey, Eisenberger, Hardin & Sinclair (2007) found similar results, observing that when students were exposed to words dealing with intelligence before a midterm, …show more content…
However, there have been many conflicting results, which has led to the formation of two hypotheses. The cognitive capacity hypothesis states that a finite amount of resources are available to process information; therefore, when a task is complex enough, background music can impede task progress (Bottitroli et al., 2014). The arousal and mood hypothesis states that background music creates an arousal, or physiological activation, influencing the mood of the listener, creating enjoyment and leading to better cognitive performance (Bottitroli et al.,