The Effect of Listening Enjoyable Music Before Study on Learning

Yıl 2020, Cilt: 2 Sayı: 2, 121 - 132, 10.07.2020

Cansu Eser , Sevcan Akbaba , Mehmet Ergül , Erol Özçelik

Öz

Research studies have suggested that increasing dopamine in a natural way by listening to a short piece of enjoyable music has the potential to improve human performance. However, there is not enough empirical evidence whether listening music before studying instructional material enhances learning. Considering this need, the goal of this study is to investigate the effect of listening enjoyable music before study on learning outcomes. A total of 80 students participated in this experimental study having a between-subjects design. Half of the participants were randomly assigned to the experimental group in which they listened enjoyable music whereas the other half were assigned to the control group in which they listened no music. Afterwards, all the participants studied the instructional materials. The results demonstrate that learning gains were higher in the experimental group than in the control group. Particularly, the results of the current study suggest that when people listen to enjoyable music before they study the instructional materials, they learn better.

Anahtar Kelimeler

Music, Learning, Dopamine, Education, Emotion

Çalışmadan Önce Dinlenilen Eğlenceli Müziğin Öğrenmeye Etkisi

Öz

Araştırma çalışmaları, eğlenceli kısa bir müzik parçasını dinleyerek doğal yolla dopamini artırmanın insan performansını geliştirme potansiyeline sahip olduğunu iddia etmektedir. Buna rağmen, öğretimsel materyalleri çalışmadan önce dinlenilen müziğin öğrenmeyi iyileştirip iyileştirmediği gösteren yeterince deneysel kanıt yoktur. Bu ihtiyaç dikkate alındığında, bu çalışmanın amacı çalışmadan önce dinlenilen eğlenceli müziğin öğrenme çıktılarına olan etkisini araştırmaktır. Denekler-arası desene sahip olan bu deneysel çalışmaya toplam 80 öğrenci katılmıştır. Katılımcıların yarısı seçkisiz olarak eğlenceli müziğin dinlenildiği deneysel gruba atanırken diğer yarısı herhangi bir müziğin dinlenilmediği kontrol grubuna atanmışlardır. Daha sonra tüm denekler öğretimsel materyalleri çalışmışlardır. Sonuçlar, deneysel gruptaki öğrenme kazanımlarının kontrol grubundan yüksek olduğunu göstermektedir. Özellikle, bu mevcut çalışmanın sonuçları insanların öğretimsel materyalleri çalışmadan önce eğlenceli müzik dinlediklerinde daha iyi öğrendiklerini ortaya koymaktadır.

Anahtar Kelimeler

Müzik, Öğrenme, Dopamin, Eğitim, Duygu

Kaynakça

• Boso, M., Politi, P., Barale, F. ve Emanuale, E. (2006). Neurophysiology and neurobiology of the musical experience. Functional Neurology, 21(4) 187-191.
• Blood, A. J. ve Zatorre, R. J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National. Academy of Sciences, 98(20), 11818-11823.
• Bressan R.A. ve Crippa J. A. (2005). The role of dopamine in reward and pleasure behaviour – review of data from preclinical research. Acta Psychiatrica Scandinavica, 111, 14-21.
• Brown, S., Martinez, M. J. ve Parsons, L. M. (2004). Passive music listening spontaneously engages limbic and paralimbic systems. NeuroReport, 15(13),2033-2037.
• Craig, A. D. (2002). How do you feel? Interoception: the sense of the physiological condition of the body. Nature Reviews Neuroscience, 3(8), 655-666.
• de Groot, A. M. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463-506.
• Ferreri, L., Mas-Herrero, E., Zatorre, R. J., Ripollés, P., Gomez-Andres, A., Alicart, H., ... ve Riba, J. (2019). Dopamine modulates the reward experiences elicited by music. Proceedings of the National Academy of Sciences, 116(9), 3793-3798.
• Firlik, K. (2006) Another day in the frontal lobe: A brain surgeon exposes life on the inside. New York: Random House.
• Gold, C., Rolvsjord, R., Aaro, L. E., Aarre T., Tjemsland L. ve Stige B. (2005). Resource-oriented music therapy for psychiatric patients with low therapy motivation: protocol for a randomised controlled trial. BMC Psychiatry 5(1), 39.
• Hallam, S., Price, J. ve Katsarou, G. (2002). The effects of background music on primary school pupils' task performance, Educational Studies, 28(2), 111-122.
• Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the “Mozart Effect”. Journal of Aesthetic Education, 34(3/4), 105-148.
• Husain, G., Thompson, W. F. ve Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20(2), 151–71.
• Hutchinson, S., Lee, L. H. L., Gaab, N. ve Schlaug, G. (2003). Cerebellar volume of musicians. Cerebral Cortex, 13(9), 943–949.
• Jausovec, N. ve Habe, K. (2003). The “Mozart effect”: an electroencephalographic analysis employing the methods of induced event-related desynchronization/synchronization and event-related coherence. Brain Topography, 16(2), 73-84.
• Jeffries, K. J., Fritz, J. B. ve Braun, A. R. (2003). Words in melody: An H2150 PET study of brain activation during singing and speaking. NeuroReport 14(5), 749-754
• Judde, S. ve Rickard, N. (2010). The effect of post-learning presentation of music on long-term word-list retention. Neurobiology of Learning and Memory, 94(1), 13-20.
• Koelsch, S., Skouras, S. ve Lohmann, G. (2018). The auditory cortex hosts network nodes influential for emotion processing: An fMRI study on music-evoked fear and joy. PloS One, 13(1), e0190057.
• Lehmann, J. A. M., Hamm, V. ve Seufert, T. (2019). The influence of background music on learners with varying extraversion: Seductive detail or beneficial effect? Applied Cognitive Psychology, 33(1), 85-94.
• McNeil, D. (1995). Keeping together in time: Dance and drill in human history. Cambridge: Harvard University Press.
• Menon, V. ve Levitin, D. J. (2005). The rewards of music listening: response and physiological connectivity of the mesolimbic system. NeuroImage, 28(1), 175-184.
• North, A. C. ve Hargreaves, D. J. (1996). Responses to music in aerobic exercise and yogic relaxation classes. British Journal of Psychology, 87(4), 535–547.
• Ozcelik, E. (2015). The effect of post-learning arousal on memory in education. International Journal of Innovation and Learning, 18(2), 266-276.
• Proverbio, A. M., De Benedetto, F., Ferrari, M. V. ve Ferrarini, G. (2018). When listening to rain sounds boosts arithmetic ability. PloS One, 13(2), e0192296.
• Rauscher, F. H., Shaw, G. L. ve Ky, K. N. (1993). Music and spatial task performance. Nature, 365(6447), 611-611.
• Rauscher, F. H., Shaw, G. L. ve Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis. Neuroscience Letters, 185(1), 44-47.
• Perham, N. ve Withey, T. (2012). Liked music Increases spatial rotation performance regardless of tempo. Current Psychology, 31(2), 168-181.
• Rimland, B. ve Edelson, S. M. (1995). Brief report: A pilot study of auditory integration training in autism. Journal of Autism and Developmental Disorders, 25(1), 61-70.
• Rodrigues, A.C., Loureiro, M.A. ve Caramelli, P. (2013). Long-term musical training may improve different forms of visual attention ability. Brain and Cognition, 82(3), 229-235.
• Sammler, D., Grigutsch, M., Fritz, T. ve Koelsch, S. (2007). Music and emotion: electrophysiological correlates of the processing of pleasant and unpleasant music. Psychophysiology, 44(2), 293-304.
• Schlaug, G., Jancke, L., Huang, Y., Staiger, J. F. ve Steinmetz, H. (1995). Increased corpus callosum size in musicians. Neuropsychologia 33(8), 1047–1055.
• Schlaug, G., Jancke, L., Huang, Y. ve Steinmetz, H. (1995). In vivo evidence of structural brain asymmetry in musicians. Science, 267(5198), 699 –701.
• Sloboda, J.A. ve O’Neill, S.A. (2001). Emotions in everyday listening to music. In Music and Emotion: Theory and Research (Juslin, P.N. and Sloboda, J.A., Der.), 415–429, Oxford University Press.
• Sloboda, J.A., O’Neill, S.A. ve Ivaldi, A.(2001). Functions of music in everyday life: An exploratory study using the Experience Sampling Method. Musicae Scientiae, 5(1), 9–32.
• Soto, D., Funes, M.J., Guzman-Garcia, A., Warbrick, T., Rotshtein, P. ve Humphreys, G.W. (2009). Pleasant music overcomes the loss of awareness in patients with visual neglect. Proceedings of the National Academy of Sciences, 106(14), 6011–6016.
• Terry, P.C., Karageorghis, C.I., Saha, A.M. ve D’Auria, S. (2012). Effects of synchronous music on treadmill running among elite triathletes. Journal of Science and Medicine in Sport, 15(1), 52–57.
• Thompson, W. F., Schellenberg, E. G. ve Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12(3), 248–51.
• Zatorre, R. J. ve Salimpoor, V. N. (2013). From perception to pleasure: Music and its neural substrates. Proceedings of the National Academy of Sciences, 110, 10430-10437.
• Zatorre, R. J., Perry, D. W., Beckett C. A., Westbury, C. F., Evans, A. C. (1998). Functional anatomy of musical processing in listeners with absolute pitch and relative pitch. Proceedings of the National Academy of Sciences,95(6), 3172–3177.