San Beda College Alabang

Don Manolo Blvd, Alabang Hills Village, Muntinlupa City

College of Arts and Sciences

Department of Psychology

In partial fulfilment of the Course

Experimental Psychology

Classical Music vs. Preferred Music Genre: Effect on Memory Recall

Eloiza Marie M. Fuertes

Patricia Mae D. Francisco
Alyssa Gem L. Dupan
Ma. Sabrina C. Tolentino
Maria Angelica B. Bautista

S.Y. 2016-2017
 Abstract

Music has been used in many different ways. Such as aiding one’s memory, patient’s diagnosed
with Alzheimer’s disease, regulating mood and emotion, for fun and now for studying. The
objective of this study is to determine if their preferred music genre will have a greater effect
than the proven classical music on memory recall. The researchers’ respondents were all
college students ranging from 17-19 years old. The respondents were selected randomly. A
survey was given for the screening test to filter the participants and to know what their preferred
genres are. During the actual experiment, they were given a short history of a certain country to
read and comprehend with the accompaniment of music and after that will give a paper with the
same contents but with missing information. The analysis revealed that with the use of the
participant’s preferred music genre a better memory recall is significant. The study confirmed
that music is more helpful when studying if their preferred music genre is used than the proven
classical music genre.
Introduction

In the present time, most of the people today, especially teenagers, use music for
enjoyment, relaxation and for motivation in completing a task. Wherever you go, you could see
people using speaker or earphones when listening to music. Music is the strongest form of magic
that can divert one person’s emotion to another. It can be the light and the dark interpretations of
people’s life. It can make you cry, laugh and it can teach you a lesson. Music has a wide variety
of genre in which different people listens to. It has been suggested that music have a beneficial
effect on the performance and cognition of humans.

Music has been shown to fulfil a wide range of different functions in people’s everyday
life (Sloboda et.al. 2001 as cited in Greasley & Lamont, 2006). For example, it has been
suggested that music have a beneficial effect on the performance and cognition of humans and it
can be used as a tool on learning especially on memorizing and memory recall, however, the use
of music while studying are said to be distraction to some people, results are lesser on memory
recall and can impair performance (Perham & Vizard, 2010). In addition to this, the study found
that participants performed worst while listening to music (with vocals), regardless of whether
they liked that music, and to the speech of random numbers. They did the best in the quiet and
while listening to the repeated "three”. Music may impair cognitive abilities in these scenarios
because if you're trying to memorize things in order, you may get thrown off by the changing
words and notes in your chosen song (Perham & Vizard, 2010) noted. Some people could
memorize and recall words or a number while listening to music with or without lyrics. Using
music according to what we know and what song is popular that individuals could relate to and
might alter fatigue effect on the participants. Past research shows negative correlation between
music and the subject’s ability to recall information with the presence of auditory stimuli.
(Thompson & Mutic, 2013).

Throughout the years, research had been illustrating that playing music in the background
can have positive effects on memory recall, particularly spatial memory recall and this is known
as the Mozart effect (cited in Yao, Sun, Poggio, Liu, Zhong & Huang, 2010). Mozart’s K448
increases the alpha power and MF frequency index of background activity, a pattern of brain
wave activity linked to intelligent quotient (IQ), memory, cognition and problem solving
(Verrusio et.al., 2015). A research opposed to this statements stated that listening to music
composed by Mozart does not have unique or special consequences for spatial abilities. Rather,
upbeat, age-appropriate music can improve listeners’ arousal level and mood, at least for short
periods (Schellenberg,2005). Some studies stated that classical music is a good music to listen to
while studying. It can enhance ones memory recall. A university research in France, published
in Learning and Individual Differences, found that students who listened to a one-hour lecture
where classical music was played in the background scored significantly higher in a quiz on the
lecture when compared to a similar group of students who heard the lecture with no music
(Prisco, 2014).  Another study from the University of Dayton found that students performed
better at spatial and linguistic processing if Mozart was playing in the background. So maybe
having instrumental music can help performance, since it doesn’t have any distracting vocals
(Doraiswamy, 2012). Some research also suggests that quiet background music has a positive
effect on cognitive memory among those individuals accustomed to such background music and
may hinder those that are unaccustomed to background music (Su and Wang, 2010; as cited in B
Ducharme et.,al, 2013).

Jones (2010) asserts that individual taste in music could play a part in the total music
experience in relation to studying. A significant number of students changed their music
preference to a softer classical style for the purpose of studying because doing so was perceived
as a way to improve concentration or relax. In general, students perceive the act of listening to
music as a means of relaxing or changing their mood. The musical tastes of college age students
are ever changing; therefore, a musical preference for baroque music used in 40 year old
research. With regard to students’ general preferences for genres of music, the most popular
genre proved to be pop music. The second most popular preference was hip hop, followed
closely by rock. Of those who reported listening to music while studying, a number of students
indicated that they listened to classical music (approximately 40 %). The result was identical for
those who indicated that they listened to pop music while studying. However, when compared to
the results for general preferences, it is clear that students changed preference when it came to
studying. Students were able to choose multiple genres within general preferences as well as
study preferences. The fact that classical music gained in favor over both the jazz and the pop
categories as a study preference while the results for those who favored hip hop remained
unchanged was unexpected. This result suggests that students are somehow aware of qualitative
differences with respect to various genres of music and their effects on students’ ability to study.
Most students indicated that music aided their ability to concentrate (Polyglossia vol. 19 Jones,
2010). Studies have also shown that almost all music increases your mood because it causes a
release of dopamine, so if an individual is feeling tired, bored, or depressed, a good pop song
might be the cure you need (Klosowski, 2011). Students from Turkey and the United States took
an exam testing visual, verbal, and mathematical skills while Western pop music was played in
the background. The Turkish students performed worse on the test because they were not
familiar with the music. Therefore, familiarity with the music impacts on a student's ability to
succeed in examinations (Peynircioglu et al., 2002). It is predicted that participants will have
better recall for words when set to a familiar melody than when the text is just read. The rhythm
and melody of a familiar song provide a structure for 4 learning new information, a distinctive
memory record, and effective retrieval cues (Rainey & Larson, 2002). Additionally, it has been
found that vocal music is significantly more detrimental to STM as compared to instrumental
music (Alley & Greene, 2008 as cited in Gustavson, 2013). Another result of a study revealed
that background music with lyrics had significant negative effects on concentration and
attention.  In connection with this, the study suggests that, if background music is played in the
work environment, music without lyrics is preferable because songs with lyrics are likely to
reduce worker attention and performance (Shih et.al, 2010). Lyrics can get you side tracked
because you may sing along or focus on the music more. However, calm music at a low volume
can help you concentrate as it is soothing to the brain (Sahagun, 2014). Irrelevant sound disrupts
attention and has detrimental effects on performance of cognitive tasks. Even relatively quiet
sound shows this effect. Non-speech sounds can be disruptive when there is acoustic variation.
Irrelevant sounds produce these effects when stimuli is presented and when it is present during
retention. Memory is highly vulnerable to the negative effects of irrelevant sound. Irrelevant
sound that holds semantic meaning has been found to disrupt comprehension tasks (Banbury,
Macken, Tremblay, &Jones, 2001 cited in Sanberg, 2003).We sometimes cannot take control on
all the variables that would affect the study negatively especially the irrelevant sounds ,but,
according to a study which states that faint noise level is 30 dB which is a common noise level
when an individual is in a library or whispering then for moderate noise level 40 dB , 50 dB and
60 dB which are common when one is in a quiet room, when there is moderate rainfall and if an
individual is having a conversation (American Speech-Language-Hearing Association, 2015)
aside from this study another research was conducted and it says that the lower the decibels, the
better. Whispering and silence are about 0-15 dB and most noises are over 35 dB. In the
research, the best scores were gotten when the level of background noise was lower than 38 db
(Sahagun, 2014). Sound intensities greater than 65 dB are believed to distract office workers
(Maxwell, 2001). A study showed that music with a higher intensity is more distracting and has a
greater effect on task performance and concentration (Chou & Tze, 2010).

A study found that students who normally listened to music while studying scored higher
on reading comprehension test and a short-term memory test compared to those who did not
usually listen to music while studying (Deems, 2009). In previous studies, both classical and
preferred have shown effects on memory, cognition and various mental processes.
The researcher’s study focused on which type of genre: classical or preferred, will they
be able to recall information better. The aspect of the study was to know the respondents
preferred genre and if they are listening to music while studying as well as if it’s effective or not.
The data and participants are gathered within the premises of San Beda College Alabang
specifically in the CAS building. The study the researcher’s aim to answer the following
questions: What is the mean score of the two different treatment conditions? What is the
significant difference between the two different treatment condition? Which of the two
conditions: preferred music genre and classical music genre, used as background music while
studying results to a better memory recall? What are the implications of the study for the people
and the future researchers? The researcher’s has this hypothesis: There is a significant difference
between classical music and preferred music genre to memory recall.
 Method

Research Design

Within-subjects design was used in the experiment in which each subject participates in
more than one condition. This design would help the researchers detect differences of score
whenever individuals are listening to a classical music and when individuals are listening to their
preferred music genre.

Participants

One hundred sixty-two San Beda College Alabang students were randomly given survey
forms that includes question regarding one’s preferred music genre, use of music when studying
and device or output used when listening to music. Criteria that was initially used for screening
participants are age (16-19) and the use of music when studying. A qualified participant must not
be using music when they are reviewing. For the initially screened participants the preferred
music were tallied. Participants who have 2 or more preferred music are asked to rank on which
of the chosen genres are most preferred. The two leading music genre were used as the last
criteria for selecting the participants. 32 individuals have participated on the experiment. 16
individuals that prefers RnB (rhythm and blues) and 16 individuals that prefers pop music. There
are no reports of accidents regarding with the function of the ears nor reports of hearing
problems and hearing impairments.

Pilot Study

A pilot study was initially conducted to psychology students who are not going to
participate for the experiment. Pilot study was conducted to estimate the time allotment for
reading, test and rest. The pilot study has also assisted the researchers to how many items should
be apportion for the tests in the experiment. On the pilot study there were initially 15 missing
items that has been presented there were 10 answered items on the pilot study. Then on the actual
experiment 12 was the exact number of items that was used. The number of items given are also
based from a hand-out that suggest that two items in a completion test can be answered in a
minute (Ben Clay, 2001).
Materials

10 identical mp3 units with identical specifications were used in the experiment. The
material used for music output is an earphone which are also identical with each other’s
specifications. Each mp3’s volume are set between 30-50 decibels, volume was measured
through a noise level meter. Classical music that was used in one treatment was Mozart's Sonata
for Two Pianos in D major (Mozart K.448) that has been shown from previous studies to
improve mental function, leading to what is known as the Mozart Effect. Mozart K448 was
specifically used in a study by Ettore and colleagues that observed brain activities through EEG
where listening to Mozart 488 showed increase of alpha power and MF frequency index, a
pattern of brain wave activity linked to intelligent quotient, cognition and problem solving. The
two leading music genre in which the initially screened participants are interested are Pop and
RnB. Pop genre is described to have a noticeable, repeated rhythmic element and youthful appeal
(active, fast music). Pop genre’s music was Meghan Trainor and Charlie Puth’s song titled
Marvin Gaye. RnB is described to be a genre with typically a four-beat measure and backbeat
produced by drum machine and a style of singing in one syllable through different notes. RnB
genre’s music was Wiz Khalifa and Charlie Puth’s song titled “See You Again”. The preferred
music used are those that are once listed on the top 10 hits in the Philippines (MYX) for year
2015. Instrumentals of the following songs are then used in the experiment.

A two 1-page brief history was chosen to be presented unto the participants separately.
The two countries that were selected are chosen based on their popularity and their relation with
the Philippines. Criteria for choosing were low popularity and has no relation with the history of
the Philippines. This would ensure that there would be no bias for those who have knowledge
and have been studying Asian Civilization and History of the Philippines One history is about
the Republic of Congo and the other one is history of Bolivia. Each history was assigned to a
specific treatment condition according to the picked sequence. The two brief histories were
carefully selected according to the contents; same length, number of proper names (people,
place), dates and special events. For the test, there are 12 missing information for each history; 8
proper names (people, place), 3 items for dates and 1 for common noun. Histories of the two
countries came from same source, the encyclopedia. Experiment was conducted in the
Psychology laboratory for the convenience of the participants who are CAS students.
Procedures

The experiment was conducted individually. Before beginning the experiment

participants are then asked for their familiarity about the two different countries. None of the
participant has any knowledge nor familiar about the specific countries that have been asked to
read. Informed consent was then given and have been signed. Participants were informed ahead
of the experiment that there will be two types of music that they would listen to and they would
be given different brief history to read and will later take on a test. Mp3’s are pre-set for a
specific music, to be easily distributed. Participants were instructed to pick the sequence
condition, which is a method of complete counterbalancing. With complete counterbalancing
every sequence of the condition is used the same number of times, this helped control the
progressive error in the experiment. Throughout the experiment there are eight participants who
have undergone the sequence [PrCb) preferred (Republic of Congo) - classical (Bolivia) , another
eight participants on [CbPr] classical (Bolivia) – preferred (Republic of Congo) sequence, eight
participants for [CrPb] classical (Republic of Congo) - preferred (Bolivia) and eight for [PbCr]
preferred (Bolivia) - classical (Republic of Congo). In this experiment balancing between the
tests has also been implemented to avoid bias between the unpredicted levels of the test.

For the 4 different sequences, codes are then given to represent the order of music and
country that will be presented. For PrCb (Preferred (Republic of Congo) - Classical (Bolivia) :

 Informed consent is initially given for the participant to sign

 Participants are then given an mp3 that was pre-set to their preferred music and a folder
that contains a brief history of the Republic of Congo. Participants are then given 5 minutes
to read the history and listen to their preferred music.
 Once the 5 minute reading and listening has ended, participants are then given 3 minutes to
rest. They are not allowed to use any gadgets nor go outside of the room.
 After the rest, participants are then given another 5 minutes to answer a fill in the blank
test. Then again, a 3 minute rest is given.
 For the Part 2 of the experiment, participants then will undergo listening to classical music
and reading the brief history of Bolivia for 5 minutes.
 After reading, a 3 minute rest is again given.
  Then on the last part, participants are then given another 5 minutes to answer a fill in the
blank test.

Procedures written above are then followed for the 3 other sequences in accordance with
their abbreviations.

[CbPr] Classical (Bolivia) – Preferred (Republic of Congo)

[CrPb] Classical (Republic of Congo) - Preferred (Bolivia)

[PbCr] Preferred (Bolivia) - Classical (Republic of Congo)

Results & Discussion

Research Question #1: What is the mean score of the two different treatment conditions?
Table 1
Mean scores of the two treatment conditions

Classical Preferred
Mean 5.5 6.84
Standard Dev. 2.39 2.18

Table 1 shows the comparison between means of the scores between memory recall upon
listening to classical music and preferred music genre. Average mean for the preferred music
condition 6.84 is higher than the mean of classical music condition 5.5. This means that listening
to a preferred music yields higher score on memory recall than listening to classical music.
With the data collected participants have gained a higher score while listening to their
preferred music genre. This means that compared to classical music that was observed in
previous research to yield higher score compared to not listening to music while studying, a
preferred music is better than listening to classical music. Initially looking at the mean which is
5.5 for classical music and 6.84 for preferred music the research says that listening to preferred
music is better than classical music. Based on the table 1 the condition where participants
listened to an instrumental of their preferred music genre’s scores were higher than the condition
where participants listened to classical music.
Research questions #2: What is the significant difference between the two different treatment
conditions?
Table 2
Types of music in terms of Classical music and preferred music genre
Std.
Mean Deviatio tab. sig. (2- Interpretation
  N Difference n df t Value tailed)
Classical
32 1.344 2.418 31 3.144 2.04 0.007 Significant
Preferred

Table 2 shows that the computed value 3.144 which is higher than the tabular value 2.04
at 0.5 level of significance (alpha level) using 31 degrees of freedom which means that the null
hypothesis is rejected. The null hypothesis that states that there is no significant difference
between the memory recall and conditions: classical music treatment and preferred music
treatment. These findings means that preferred music genre does affect one’s performance on
memory recall. In addition, the P value 0.007 is lower the alpha level of 0.05 that also means the
rejection of the null.
The computed t value between the conditions is 2.926 which is greater than the table
value of t 2.045. This shows that the type of music has a significant effect on memory recall.
Listening to classical music throughout a lecture helped students perform better in their
examinations but, music preference was not included in one of the treatment conditions
(Dosseville et. Al., 2012). Compared to classical music that has been shown to induce a pattern
of brain wave activity linked to mental functions especially the Mozart effect (Cassiafiesta et Al
2015; Dosseville et. Al., 2011; Doraiswamy, 2012), listening to a preferred music genre would
help individual to have a better memory recall (Jones, 2010). Familiarity with a specific
preferred type of music is also one of the factor to the memory recall of an individual, familiarity
with the music had impacts on a student’s ability in succeeding to performing in examinations
(Peynircioglu et. al., 2002; Rainey& Larson, 2002).

Conclusion & Recommendation

 The researchers now can state that music preference really does affect ones performance
when it comes to memory recall. In comparison to classical music, listening to a preferred type
of music or music genre specifically instrumental would help individuals to have better memory
recall. Preference, likeness or the judgement of an individual to a specific situation could affect
how one’s mental functions. Another factor that can be observed in this is the familiarity of the
melodies within the music preference that has shown evidence on better recall for words.
Familiarity of the music helped the participants to perform better probably because of the mood
that an individual can have when one is listening to a music that has been heard before.

The future research could add a condition which is a no music condition to the conducted
experiment which the researcher chooses not to use as treatment in their study because it’s not
the variable they were focusing. They could provide a wider range of music genres/music trends,
especially for teen participants for a wider scope of the study. A larger venue and adding more
devices is also recommended for accommodation of larger participants and easier way of
distributing the devices in each condition. The future researchers of this study may focused on
the vocalised vs. instrumental music. Use of intelligence test is recommended when a between-
subjects design experiment is used. This would help identify in which type of music genre would
yield a higher score on tests.
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