MUSICS REACH

An investigation in the affect of classical music upon the

memorization abilities of humans

By: Cindy Noh and

Shayrin Oad

Problem
- How does classical music affect the
memorization abilities of humans?

Purpose
- To identify how classical music affects
peoples ability to memorize.

Research/Background Information
- Music is the manifestation of the human spirit similar to language. Music
causes the areas of the prefrontal cortex, the area of the brain that many believe
to be the most important area for memory, to work. Also, music allows the
brain to concentrate more easily and assimilate more information in less time.
Music aids language learning and helps injured brains remember. Music has
tremendous power over memory.

Hypothesis
- Classical music will increase peoples
ability to memorize.

Materials
- 40 vocabulary words and definitions of the same level arranged into two different
vocabulary lists (You need each vocabulary list for each test subject--total 30 copies of list
one and 30 of list two)
- 2 tests with 20 vocabulary words on each for each person--one test should include the
words from vocabulary list one and the second test should contain words from vocabulary
list two (60 total tests)
- 30 people
- Pencils (# depends on how many people you experiment on at once)
- Desks (# depends on how many people you experiment on at once)
- Chairs (# depends on how many people you experiment on at once)
- Music (one classical piece)
- 1 Timer
- 1 Marker

Procedures
1.

Label the top of the test papers between 1 and 30 on one set of tests and between 1 and 30 on the second set with
a marker. This will be your way of identifying the test takers papers without using names.
2. Get all of the test subjects to sit down at the desks.
3. Give them all 10 minutes to memorize the first vocabulary list.
4. After these 10 minutes, take away the lists and give the test subjects the test. Do not allow them to start the test
until the timer has been started. Only allow the test takers 10 minutes to take the test.
5. After those 10 minutes have passed, tell everyone to stop and take away the test papers.
6. Give all the test subjects a five minute break.
7. After those five minutes are up, play the classical music piece that you decided on, and give the the test subjects
the next vocabulary list to memorize for 10 minutes.
8. After those ten minutes are up, take up the lists. Make sure the classical music continues to play in the
background.
9. Pass out the test papers for the last twenty words and allow the test subjects 10 minutes to take the test. Make
sure the test numbers that were on the test subjects first papers match up with the second test papers they
receive.
10.)Analyze the data to see if the number of correct answers on each individuals papers rose from the test without
music to the test with music.

Variables
-Independent Variable: Music, if it was played or not
-Dependent Variable: Number of correct vocabulary definitions

Data

Analysis
-Classical music does not affect the memorization abilities of humans.
In the end, the data did not prove to be significantly different from the
number correct with music to the number correct without music. The
number average number correct without music was ten, and the
average number correct with music was eleven. A difference of one is
not enough to say that classical music has an effect on memorization.
For many individuals, the music proved to be a loud distraction and
caused them to not be able to focus on the task at hand. Thus, the
reason that the classical music proved to not be helpful could be that
the music was a distraction.

Calculations & Statistical Analysis

-We do not have convincing evidence to say that classical music affects
the memorization abilities of humans negatively or positively. We fail
to reject the null hypothesis. After conducting a two sample t-test, the t
value came out to be -0.820 and the p value came out to be 0.416 which
is greater than 0.05. Thus, we fail to reject the null hypothesis. There is
no statistical difference between the test conducted with music and the
test conducted without music.

Conclusion
- Classical music does not affect the memorization abilities of humans. The data
showed that with some individuals the number of correct answers increased
with the addition of music and that with other individuals the number of
correct answers decreased with the addition of music. Since the data points
cannot be looked at singly, the averages of the control and experimental groups
were taken. The average number correct with music was eleven and the average
correct without music was ten. The averages were not significantly different,
and thus, classical music does not affect memorization.

Sources of Error
- There seemed to be a couple sources of error. Some individuals, as in all classroom
settings and tests, became distractions to other students and influenced the testing
environment. Some students talked during the tests and played around a bit which
affected the testing abilities of other individuals. Another source of error would be
the loudness of the music. Individuals who were tested upon complained that the
music was too loud. The music was not meant to be a distraction to the individuals
taking the tests; it was meant to assist them. Thus, the volume of the music should
have been taken into consideration more. Another source of error would be the way
in which the test was graded. Since there were two different people who graded the
tests, they could have viewed differently which answers were correct and which
were wrong. Thus, the data may have not have been accurately and evenly been
gathered and graded.

Improvement
- To better the experiment, more individuals could have been tested upon; a
bigger sample provides for more information to use and analyze. Also, a larger
sample provides for a more accurate result. In addition to testing more
individuals, a way to expand on the experiment would be to see if other types of
music tend to affect memorization more than classical music did. It should be
tested if rock, pop, and other genres of music affect the memorization abilities
of individuals. Finally, to more accurately accumulate data, the experiment
should be conducted with small groups of two to four at a time to minimize the
amount of distraction there is within a group.

Application
- This experiment allows students to realize that classical
music may help them to memorize information if they do
not view the music as a distraction. However, overall, it
should show students that classical music is not much of an
aid in the process of memorization and should not be
utilized a lot to memorize information.

Bibliography
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in Cognitive Sciences 7.9 (2003): 415-23. Web. 6 Oct. 2014.
McAbee, Joseph, and Dr. Pittman. "The Effects of Music Type on Cognitive Performance,
Frontal Lobe Activity, and Autonomic Nervous System Functioning."
The Effects of Music Type on Cognitive Performance, Frontal
Lobe Activity, and Autonomic Nervous System Functioning.
Department of Psychology, Wofford College, Spartanburg,
South Carolina, United States, n.d. Web. 05 Oct. 2014.
Pela, Robrt. "Should You Listen to Music While Studying?" - University of Phoenix. Phoenix
Forward: Student Life, 29 Aug. 2013. Web. 05 Oct. 2014.
Present at the Future: From Evolution to Nanotechnology, Candid and Controversial
Conversations on Science and Nature. New York: HarperCollins E-, 2007.
Wbb05675.follettshelf.com. Web.
Rebholz, Meg, Katie Kean, Wiley Curran, and Andrew Hagan. "How Music Affects
Concentration and Work Efficiency-Lab Packet." How Music Affects
Concentration and Work Efficiency-Lab Packet. N.p., 21 Oct. 2005.
Web. 04 Oct. 2014.
"Research Notes More Ways Music Affects Brain." Health. N.p., 1 Mar. 2010. Web. 06 Oct.
2014.

Bibliography
"The Frontal and Pre-Frontal Cortex, Stress & Brain Degeneration." Advanced Rejuvenation. N.p., n.d. Web. 23 Jan. 2015.
"What Does Memorization Have To Do with Learning?" The American Conservative. N.p., n.d. Web. 25 Jan. 2015.