Abstract:
The present study attempted to evaluate how background music affected memory and attention. The information-load theory proposes that an interaction between the type of music and the type of task determines what effect music will have on performance. Forty-eight college students completed a low cognitive demanding task of memorizing vocabulary words and a high cognitive demand task of understanding a reading passage, either with or without music. Contrary to expectations, background music did not hinder reading performance or facilitate vocabulary performance. Additional analyses examining musical preferences, study habits, or perceived distraction did not elucidate the reason for a lack of an interaction between music and task. It was concluded that music's effect on memory and attention is of a multifaceted nature.
