Doing this experiment allowed us to decide whether or not music effected concentration when completing tasks such as completing word search puzzles. The materials used in this experiment included 2 buckets containing an equal number of grey and red poker chips, classical music, three word search puzzles (Puzzle 1, 2, and 3), Puzzle 1 was completed as practice, and two separate rooms referred to as Room A (silence) and Room B (with music). This experiment was a non-blinded test as the subjects were aware of rather they were being tested with or without the use of music. Randomization was implemented with the use of red and grey poker chips. Two buckets were equally mixed with both red and grey poker chips. Students selected a chip from each bucket in order to determine rather they would go to Room A (silence) or Room B (with music) first and rather they would start with Puzzle 2 or Puzzle 3first. Pulling a red chip first meant that you would go to Room A first whereas pulling a grey chip …show more content…
Students in Room A did their first puzzle in silence while students in Room B completed their puzzles accompanied by classical music. After completing the first puzzle students switched rooms and completed the puzzle they had not yet completed. The number of words found in each setting was then tallied. Methods used to analyze the data collected included Hypothesis Testing and 90% Confidence Intervals. The Hypothesis Test is used to determine whether there is enough evidence in a sample of data to infer that a certain condition is true for the entire population. In our case this the Hypothesis Test would determine rather or not music effects concretion of completing certain tasks as a whole. The Confidence Interval expresses the degree of uncertainty associated with a sample statistic. It also gives a range of values that the mean will fall in this case 90% of the
The experiment began with Milgram placing an advertisement in the local newspaper to recruit volunteers for his experiment. The experiment began with the introduction of the other participant, the other participant being an ally of Milgram’s. Afterwards, each participant would draw straws to decide which role they would take up, the “teacher” or the “learner.” However, the decision was always fixed so that the participant would always end up being the teacher. The learner would then be strapped to an electric chair by the teacher and would have a list of words read to him to be
This was called the Little Albert study. The experiment was designed to test the theory that an infant could be conditioned to fear an animal that is shown at the same time that a loud noise is being made. In the beginning of the experiment the rat was shown to Albert with no loud noise. Albert showed no signs of fear. But when there was a loud noise made when the rat was shown he started crying and having avoidance showing signs of fear. The loud noise was made with a hammer and a steel bar. Two months after pretesting Albert with the rat, Watson and Rosalie showed the rat, small animals, and object. Albert showed fear to them. Then they moved Albert to a different room for testing, he had a reaction to the rat, rabbit, and dog. While they tested him in this room they were still making noise while presenting the animal. For example when the dog was shown it would bark in the middle of the session, and when the rat was shown the loud band was still made. According to Ronna f. Dillon, “Albert was said to show fear when touching a mask, a sealskin coat, the rat, a dog, and a rabbit” (2). Watson proved that classical conditioning works on humans with the little Albert
Festinger’s original experiment was a simple procedure. Have someone perform a tedious task for a while, then inform the subject that the experiment is finished, but that they could be of assistance with the rest of the experiment as a research assistant. Festinger explained that his regular assistant was unable help that day, and that the experiment was an investigation of preconceptions on task performance. In other words, how will the performance differ when the subject has been told that the task is boring, as opposed to being told that the task is very enjoy...
...all, the lack of general knowledge of the non-words made the experiment a cumbersome process, especially during the experiment’s incipient stage. However, the process was worthwhile as I experienced firsthand the dissociation of learning and memory.
The experiment consists of two people that take part in a study of memory learning, one of them referred to as the "Teacher" and the other as the "Learner." The experimenter explains that the study's main goal is to observe the effect of punishment on learning. The learner will be seated in something similar to the electric chair, his arms will be strapped and an electrode will be attached to his wrist. The learner will be told that he will be tested on his ability to remember the second word of a pair when he hears the first one again. If he makes a mistake, he will then receive electric shocks of increasing intensity.
One of the main arguments behind the decision that Mozart’s music does not in fact make babies smarter is that the effect has only been shown (to a degree and is not always replicated) to enhance spatial abilities evident in tests “derived from the Stanford-Binet scale such as paper-cutting and folding procedures or pencil-and-paper maze tasks” (Jenkins, 2001) and not in general intelligence (improvement ov...
The participants were the twenty-seven students of Professor David Otis' Experimental Psychology class. The group of twenty-seven was split into smaller groups. We were not paid with pecuniary funds, but we did receive partial credit towards our final grade in the class.
Rauscher, F. H., Shaw, G. L., Ky, K. N. (1993). Musical and Spatial Task Performance. Nature, 365, 661.
Music, an essential component to mankind’s culture, is said to affect the intellect of humans in several different ways. Specifically, it’s affect on infants is more important than any other age group due to the brain’s plasticity at such a young age. Music can improve learning skills, test taking skills, concentration, heartbeat, and relaxation. Understanding the human brain is a great endeavor that countless scientists have spent lifetimes on. It will probably never be fully understood, however, I think that researching music’s relationship with the brain should help uncover many mysteries. Neuroscientific studies have shown music to be an agent capable of influencing complex neurobiological processes
Linder, Todd. “The Effects of Music on People's Behavior”. N.p., n.d. Web. 1 Dec 2013. .
Rauscher, F. H., Shaw, G. L., & Ky, K. N (1993). Music and spatial task performance. Nature, 365(6447), 611. doi:10.1038/365611a0
Scientists and skeptics have different beliefs about the benefits of the Mozart Effect. Scientists found that Mozart “enhanced synchrony between the neural activity in the right frontal and left tempoparietal cortical areas of the brain,” and that this effect continued for “over 12 minutes” (Rauscher & Shaw, 1998, p. 839). Based on these results, Leng and Shaw speculated that “listening to Mozart could be stimulating the neural firing patterns in the parts of the cerebral cortex responsible for spatial-temporal skills, which subsequently enhances the spatial-temporal abilities that are housed in those parts of the cortex”[Dowd]. However nonbelievers suggest that the research is incomplete and misleading. The Irvine study that launched the phenomenon has been widely criticized. The Startling results announced by the initial paper were misleading. First, the researchers claimed that the undergraduates improved on all three spatial-reasoning tests. But as Shaw later clarified, the only enhancement came from one task—paper folding and cutting. Further, the researchers presented the data in the form...
Watson and his team opened the experiment by questioning if a loud noise would cause a fear reaction. A hammer struck against a steel bar was an abrupt sound causing Albert to throw his hands in the air. By the third and last strike, the child was crying; this was the first time an emotive state (in the lab) produced fear, causing Albert to cry. The sound conditioning led to Watson and his team questioning whether they could condition an emotion while presenting a white rat to the child at the same time they strike the steel bar.
Cooper, Belle. " How Music Affects and Benefits Your Brain."lifehacker.come. N.p., 11 22 2013. Web. 3
Weinberger, Norman M. “Music and the Brain.” Scientific American Special Edition 16.3 (2006): 36-43. Health Source- Consumer Edition. Web. 10 Oct. 2015.