The results showed that there was a significant effect of music on math. Participants who listened to music performed better than participants who completed the tasks without music. One possible explanation of these results is that participants who performed the tasks with music first felt the overall task was too long. As the participants started to inch towards the end, their attention began to dwindle. However, participants who listened to the music last felt a boost of energy once the music started playing towards the end. According to Dobbs, Furnham, & McClelland (2011), there were consistent positive effects of music found for simple math problems, similar problems that were used in this study. Results showed there was a no significant
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These results could have occurred because participants not only thought the music was a distraction while reading the passage, but because they weren’t interested in the passage, their errors were much higher than the math or recall tasks. According to literature, background noise could occupy some of the available working-memory resources so that the person can no longer fully attend to the reading process. Instead of looking at gender in a broad spectrum, it is better to look at the individual differences (Johansson, Holmqvist, Mossberg and Lindgren, 2012). Results showed that there was no significant effect of listening to music and reading. This result could have occurred because most of the female participants didn’t listen to music while completing educational tasks and most of the male participants expressed that the tasks were hard when they first started to read the text, with the music playing, but later they tuned the music out. However, this technique was not the case for most of the participants. According to the results, it suggests that there is no significant effect of distraction and gender on attention and memory. Literature shows that studies have yielded different and conflicting findings, directing that reading and listening to music is a complex topic to study. According to Johansson et al. (2012), individuals who usually studied without background music scored higher on reading test compared to those who studied with
These results could have occurred because participants not only thought the music was a distraction while reading the passage, but because they weren’t interested in the passage, their errors were much higher than the math or recall tasks. According to literature, background noise could occupy some of the available working-memory resources so that the person can no longer fully attend to the reading process. Instead of looking at gender in a broad spectrum, it is better to look at the individual differences (Johansson, Holmqvist, Mossberg and Lindgren, 2012). Results showed that there was no significant effect of listening to music and reading. This result could have occurred because most of the female participants didn’t listen to music while completing educational tasks and most of the male participants expressed that the tasks were hard when they first started to read the text, with the music playing, but later they tuned the music out. However, this technique was not the case for most of the participants. According to the results, it suggests that there is no significant effect of distraction and gender on attention and memory. Literature shows that studies have yielded different and conflicting findings, directing that reading and listening to music is a complex topic to study. According to Johansson et al. (2012), individuals who usually studied without background music scored higher on reading test compared to those who studied with