The Influence of Background Music on Learning in the Light of Different Theoretical Perspectives and the Role of Working Memory Capacity.
The Influence of Background Music on Learning in the Light of Different Theoretical Perspectives and the Role of Working Memory Capacity.
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DOI：
10.3389/fpsyg.2017.01902
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发表时间：
2017
影响因子：
3.8
通讯作者：
Seufert T
中科院分区：
文献类型：
--
作者：
Lehmann JAM;Seufert T
本研究通过三种不同的理论方法研究背景音乐如何影响学习。莫扎特效应和唤醒情绪假设都表明背景音乐可能有利于学习成果。莫扎特效应假设背景音乐对认知能力有直接影响，而唤醒情绪假说则假设对唤醒和情绪有中介作用。然而，诱人的细节效应表明背景音乐等诱人的细节会恶化学习效果。此外，由于工作记忆容量对具有诱人细节的学习具有至关重要的影响，因此我们还将学习者的工作记忆容量作为我们研究的一个因素。我们使用科目间设计对 81 名大学生进行了测试，其中一半的样本在学习视觉文本的同时听两首流行歌曲，另一半则安静地学习。我们将工作记忆容量作为连续的有机体变量纳入设计中。收集学习前后的唤醒和情绪分数作为潜在的中介变量。为了衡量学习成果，我们测试了记忆力和理解力。我们没有发现背景音乐和唤醒或情绪之间对学习结果的中介作用。此外，对于回忆表现，不存在背景音乐或工作记忆容量的主要影响，也不存在这些因素的交互作用。然而，在考虑理解时，我们确实发现了背景音乐和工作记忆容量之间的相互作用：学习者的工作记忆容量越高，他们在背景音乐下学得越好。这符合诱人的细节假设。
This study investigates how background music influences learning with respect to three different theoretical approaches. Both the Mozart effect as well as the arousal-mood-hypothesis indicate that background music can potentially benefit learning outcomes. While the Mozart effect assumes a direct influence of background music on cognitive abilities, the arousal-mood-hypothesis assumes a mediation effect over arousal and mood. However, the seductive detail effect indicates that seductive details such as background music worsen learning. Moreover, as working memory capacity has a crucial influence on learning with seductive details, we also included the learner’s working memory capacity as a factor in our study. We tested 81 college students using a between-subject design with half of the sample listening to two pop songs while learning a visual text and the other half learning in silence. We included working memory capacity in the design as a continuous organism variable. Arousal and mood scores before and after learning were collected as potential mediating variables. To measure learning outcomes we tested recall and comprehension. We did not find a mediation effect between background music and arousal or mood on learning outcomes. In addition, for recall performance there were no main effects of background music or working memory capacity, nor an interaction effect of these factors. However, when considering comprehension we did find an interaction between background music and working memory capacity: the higher the learners’ working memory capacity, the better they learned with background music. This is in line with the seductive detail assumption.
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