Studying in silence as appose to studying in music
California State University, Long Beach
Lab Monday 9:00AM & Class MW 8:00AM
The aim of this experiment is to see if you are better able to retain information studying in silence or studying with music. The participants will all be listening to jazz at a constant medium level for the entire time there aloud to study. The hypothesis is that participants will be better able to retain information when studying while listening to music, rather than studying in compete silence.
For this experiment, 20 participants will be given 2 lists of twenty random words ranging from simple single syllable words to multi syllable words. They will be given three minutes to remember as many words as they can, while listening to music at a medium volume playing from 2 speakers, then they will be given five minutes to recall and write down as many words as they can remember. The order of the words will have no effect on their score. The dependent variable is the number of words the participants can memorize and recall, and the independent variable is music during memorization and. The participants will then have a 2-minute break. After, the participants will have another 5 minutes to study the 2nd word list except this time, they will study in complete silence, this is the control test. After they will be given 3 minutes to recall and write down the second word list, with order again having no affect on the score.
All 20 participants will be between the ages of 18 to 20, currently enrolled at CSULB.
Studying in Silence as Appose to Studying with Music
The way a student studies is vital in determining whether or not they succeed in college. Because we live in ...
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...orse then those who are more English, and because I will pick each participant randomly there will be no way for me too know what English level they are on.
1. Alberini, C. et. al. (2006). Memory: Mechanisms of memory stabilization and de-stabilization. Cellular and Molecular Life Sciences, 63, 999-1008
2. Neimark, E. et. al (1971). Development of memorization strategies. Developmental Psychology, 5, 427- 432.
3. Calderwood, C. et al. (2014). What else do college students “do” while studying? An investigation of multitasking. Computers & Education, 75, 19-29.
4. Hu, Y. et. al. (2012). Memorization and recall of very long lists accounted for within the long-term working memory framework. Cognitive Psychology, 64, 235-266.
5. Zeelenberg, R. (2005). Encoding specificity manipulations do affect retrieval from memory. Acta Psychologica, 119, 107-121.
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