full (1)

How Music influence one’s Short Term Memory Retention 1
CHAPTER 1
INTRODUCTION
1.1 Background of Study
Some people enjoy classical while others enjoy pop. Some enjoy rock and
some country. No matter what the genre is, everybody enjoys music, in one form or
another. As described by Merker (2000), “It is not clear to me what you consider to be
“music” and what you may possibly exclude”. Thus, the abundance of music makes it
a prominent existence in everyday life. But what if music isn’t just a form of
entertainment? What if music, besides entertaining, also brings other beneficial values
to humans?
Based on several theories, it is speculated that music affects the mind.
Psychologists and researchers started diving into this topic, and many theories began
to emerge. The link between music and memories is being searched for, and research
began onto whether music can effect memory retention.
1.1.1 The Link Between The Mind and Music
Music, since the early 1900s, has been regarded by many as beneficial to the
human mind. However, the first links between the mind and music was when
researchers first attempted to draw a cause and effect relationship between music
study and academic achievements in 1959. (Friedman, 1959).
The brain’s capability for spatial reasoning was one of the highly researched
topics, as people use spatial reasoning in activities such as solving a complex
mathematical problem or playing chess. When a new brain model was developed by

Gordon Shaw and Xiaodan Leng (1991) using musical notes to represent brain
activity, and the results resembled that of a classical music, interest sparked in the
effect something that is similar would have on the brain.
In 1982, researchers from the University of North Texas conducted a three-
way experiment to determine whether music helps in memorizing vocabulary words.
The two groups that were exposed to Handel’s Water Music in the background did
better than the other group without any background music. Furthermore, the research
also shows that recall is better if the same music used for learning is played during
recall.
The Mozart Effect was conceived when Shaw, Rauscher and Ky (1993)
designed an experiment to prove that listening to Mozart’s music has a positive effect
on human brain. Thirty-six college students were exposed to ten minutes of Sonata for
Two Pianos in D Major by Mozart, and then given a set of three standard IQ spatial
reasoning task (Thorndike, Hagen, & Sattler, 1986). The average temporary increase
in the students score were 8 to 9 points, and lasted for 15 minutes. Similarly, the
method was used with the Standardized Achievement Tests and students showed
improvements of up to 51 points.
Various studies and experiments were done after that, to prove and disprove
the Mozart Effect, to various degrees of success (Rauscher et al., 1994; Rauscher &
Ky, 1995; Nguyen & Tran, 1996; Nantais, 1997; Rideout & Taylor, 1997; Wilson &
Brown, 1997; Rideout et al., 1998; Wertz, 1998; Larkin, 2001) . There were also
various studies that claimed that music was not helping but was rather just distracting

the subject away from what should be focused on, as music takes up the region where
task learning is handled in the brain. (Henderson et al, 1945; McFarland & Kennison,
1987; McFarland & Hanna, 1990; Pring & Walker, 1994). Others found that music
neither improved nor worsened the subject’s brain. (LaBach, 1960; Chabris, 1999;
Steele et al., 1999)
1.1.2 How the Music-Memory Link Works
There are many explanations that were theorized as to what is actually going
on with the brain when music is being listened to, and what are its effects to the brain
function that handles memories.
One of the explanations is neurological in nature. The “trion” model of the
cerebral cortex in the brain (Leng & Shaw, 1991; McGrann, Shaw, Shenoy, Leng, &
mathews, 1994; Shaw, Silverman, & Pearson, 1985; Shenoy, Kaufman, McGrann, &
Shaw, 1993) was what motivated the initial studies between brain and memory.
Rausher and Shaw describe the model as a mathematical representation of
Mountcastle’s model (Mountcastle, 1997) of the cerebral cortex. In this “trion” model,
the neural firing patterns for spatial temporal tasks are similar to the neurals fired
during music cognition. Using positron emission tomography (PET) and functional
magnetic resonance scanning, listening to music is shown to be activating a wide
distribution of brain areas. The auditory area used by the brain is seen to have
overlapped with the spatial temporal tasks areas, and thus, by exposing someone to
music, it might excite the cortical firing patterns used for spatial-temporal reasoning
and thus have a priming-link effect, improving performance (Leng & Shaw, 1991;

Mellet et al, 1996)
Another explanation to this effect is that the body is affected by melody and
rhythm. Melody is able to boost creative reasoning, and rhythm synchronizes with the
body’s vital rhythms such as heart-beat, walking, jumping, speaking, breathing and
many other essential regular patterns in a human’s quotidian life. The musical rhythm
therefore increases the serotonin levels produced in the brain, producing the proper
mood for more critical thinking Melody, on the other hand, improves thought
resolution and allows the brain to feel more capable of challenges. When these two
effects combine, it opens up the auditory and sensorial channels to your brain, and the
end result is that you have heightened cerebral skills.
1.2 Rationale of Study
To determine whether classical and lyrical music have any effects on a
person’s short term memory retention.
1.3 Research Question
Will age and gender be a factor in a pictorial and textual memory test utilising
classical and music with lyrics as background?
1.4. Hypotheses
1) Classical music will positively enhance a person's short term memory retention
2) Lyrical music will negatively affect a person's short term memory retention
3) Playing music will have an effect on memory retention
4) Females are more receptive and will improve their score in the test more after
exposure to classical music.

5) Improvements will be seen more in a picture memory test over a word memory test.
1.5 Definition of Terms
1) Music is sound that is organized in a meaningful way with rhythm, melody, and
harmony
2) Melody is a musical and successive line of single tones or pitches perceived as a
unity. Its characteristics include range, shape, and movement. Each of these will be
discussed separately.
3) Harmony is the relation of notes to notes and chords to chords as they are played
simultaneously. Harmonic "patterns" are established from notes and chords in
successive order. Whether or not a harmony is pleasing is a matter of personal taste,
as there are consonant and dissonant harmonies, both of which are pleasing to the ears
of some and not others.
4) Rhythm is, by its simplest definition, musical time. The origin of the word is Greek,
meaning "flow." Rhythm is indeed the embodiment of timely flow. As meter regulates
and pulsates a poem, rhythm organizes music in much the same way.
5) Tempo is the rate or pace of an arrangement, basically how fast or slow the music
is.
6) Classical music has been defined as the music art that is based on Western liturgical
and secular music, traditional music that was composed from roughly the 9th century
to present times.
7) Lyrical music is music that has lyrics, or words intended for singing to the
accompaniment of the melody.

8) Pictorial memory test refers to the test in this experiment that shows pictures to be
seen and then interpreted into words during the remember phase designed to trigger
spatial-temporal usage of the brain.
9) Textual memory test refers to the test in this experiment that shows words to be
seen and then interpreted into words during the remember phase designed to trigger
spatial-recognition usage of the brain.
10) Spatial recognition tasks require the ability to recognize and classify physical
similarities among objects
11) Spatial-temporal tasks are more complex than spatial recognition tasks. In
addition to requiring the recognition of object relations, they explained, spatial-
temporal tasks require the ability to transform mental images of an object without the
use of a physical model.
12) Memory is a mental system that receives, stores, organizes, alters and recovers
information from sensory input.
13) Short-term memory is one of the three types of memory, and is held for a brief
period longer than sensory memory. Selective attention is utilized at this time to
regulate what information is transferred to short-term memory. Unimportant
information is removed permanently
1.6 Significance of Study
This study mainly focuses on the effects of music upon the short term memory
of a person. Hence, the result that the researchers gained will be able to help improve
future education systems for the next generations to come. As more and more

researches that have been done, a lot of people have been exposed to it and realize the
role that music plays in our cognitive structure. Furthermore, it can be an effective
way for students that are facing exams and tests.
CHAPTER 2
LITERATURE REVIEW
2.1 Classical Music Enhance Memory Retention
According to Rauscher, Shaw, and Ky (as cited by Jones, West, and Estell,
2006) stated that listening to Mozart’s music can enhance intelligence, which have
been proven in the studies where 36 college undergraduates have temporarily
improved their spatial intelligence after listening to 10 minutes of a Mozart Sonata
music piece. Admin (2011) also state that Mozart and Baroque music can activate
one’s both periphery of brain, which using both side of brain can maximize in
learning and storage information. To investigate neurological relationship between
Mozart and the brain, music has shown influence arousal prior to testing and
preference for the auditory stimulus affecting test performance. Jones, et al (2006)
stated that listening to music enhances spatial performance by priming specific
neurons in the cerebral cortex and listening to Mozart sonata produced the highest
spatial scores. The studies have been showed that spatial improvements lasted for 10-
15 minutes after hearing the music.
Furthermore, a recent study(Jones & Estell, 2007) have found out that Mozart
affect high school student. Moreover, Jones and Estell (2007) stated that one’s musical
preferences and experiences affect their cognitive process. In the study, it shows that

there are significant score in spatial ability on Mozart group compare to silence group,
which the score show F(1, 84) = 6.32, p= .01, d= .54. While, McKelvie and Low
oppose the idea of Mozart can improve spatial performance, but listening on popular
dance can perform better, which it produce great impact on cognitive and emotional
process (as cited by Jones & Estell, 2007).
Presently, the researchers going to investigate with using others classical
music other than Mozart will it be affecting one’s memory as result have found in past
research which have positively improve in spatial performance. The researchers
hypothesize classical music will positively enhance a person’s short term memory
retention.
2.2 Lyrical Music Affects Memory Retention
Jones, et al (2006) reported that Mozart music can relax and calm oneself,
while hearing Philip Glass whereas lyrical music can provoke anger and tension in a
person. Furthermore, people cannot recall own memory accurately with the presence
of meaningful lyrics compare to musical motifs alone. It showed an average increased
by 8.10 % after listening to Mozart music while then a decrease by 13.10% in average
with music accompany by nursery rhymes (Colechio & Hartley, 2006). While, Moore
(1999) found out that there is a weak relationship between music type and memory
task performance and that volume of music can interrupt their performance in doing
test.
Harmon, Troester, Pickwick and Pelosi (2008) noted that rock music or lyrical
music will result lower test score compared to classical or no music, in which

classical music shown to have highest Standard deviation (SD), which rock music
group result in having lowest SD. The result shows classical music (M= 65.56, SD=
15.9), rock music (M=65.56, SD= 10.14), and no music (M= 72.22, SD= 15.63).
Liapis, Giddens and Uhlenbrock (2008) found out that people performance are
worsens on test in lyric condition compare to no lyric condition. It shows the overall
mean for lyrics condition is 8 while for no lyrics condition is 8.30. The researchers
conclude that this result may due the distraction of lyrical music when taking test. It
also shown that, when the subject could not understand the lyrics, it will cause more
distraction on doing their task (Liapis, et al; 2008). In the present study, researchers
hypothesize that lyrical music will negatively affect a person’s short term memory
retention.
2.3 Music Effect on Memory Retention
According to Tarko (2006), he state that music training have significant
influence on one’s brain development. It improves their memory especially in young
children. In his studies, children who are taking music lesson have better capacity in
literacy, verbal memory, mathematics and intelligence quotation (IQ) compare to
those children who are not taking music lesson. Furthermore, the left and right half of
brain maximize learning and retention of information, thereby researchers found out
that music can stimuli left brain in memorization but engage activities in both sides of
brain are more well in process information (Admin, 2011). Admin (2011) also state
that music itself does not help in learning processing but in input of information.

According to the Checco, Farrin, Burke, and Vail (2002), they found out that
different genre of music can actually influence one’s performance in studies. They
stated that classical music, jazz and folk can help one in studying and memorizing
because music act as a medium that can relax and calm their mind, letting the subject
to perform better. Whereas with rap and pop song can negatively influence their
memory performance due to the fast tempo of song and it can easily distracting the
words that needed to memorize (Checco, et al; 2002).
In the reference of Hallam, Price, and Katsarou (2002), music is not only
affecting cognitive but also subject’s arousal and their mood. Calm and relaxing
music can positively affect the subject’s performance on remembering words,
mathematic problems and self– report, while lyrical music perceive as arousing,
unfavorable, and aggressive can lead to negative impact on their memory task and
self- report (Hallam, et al; 2002).
Clair (2000) stated that the absence or presence of music in learning does not
affect their memory task. The researcher found out that there are no significant
correlations between music and learning process. Through experiment, they opposed
the presence of music can help one to do well in their studies, but instead they found
out that subjects who are taking memory test without music did better than those who
took while listening to music. Hence in present study, the researchers are going to
investigate whether music will affect one’s memory retention.

2.4 Gender difference toward memory test
Maccoby and Jacklin (as cited by Herlitz, Nilsson & Backman, 1997) said that
gender difference influence their abilities and functions, where female have greater
verbal ability than male, and male have great capacity on visuospatial and mathematic,
however, the researchers opposed the hypothesis of gender differences in learning
process and memory due to no significant research have been done. Jausovec (as cited
by Richardson, 2006) stated that level of general intelligence shows decrease
activities in a male’s brain, but an opposite pattern in a female’s brain. Hence, Lawton
and Hatcher (as cited by Richardson, 2006) noted that men have much better on
recognize and respond faster in abstract shape that were overlap.
Furthermore, Andreano and Cahill (2009) found out that neuroscience can
affect brain function, and the researchers show that males can perform better in spatial
task, while females perform better in verbal task. Other than that, Trammell (2011)
shows that one’s mood and arousal also affecting ones in their memory. And through
the studies, it stated that woman is in menstrual cycle stage influence their score in
memory task. Furthermore, Jones and Estell (2007) state that there are no significant
difference in spatial performance between male and female by using analysis of
variance (ANOVA).
In the studies, the past researchers found out that female have more advantage
in episodic memory compare to male (Herlitz, et al; 1997). And Richardson (2006)
conclude that through Allport- Vernon- Lindzey Scale of Values assessment
instrument, it shows that gender difference can influence their short memory retention

through testing their interest, values, and attitude. To further examine on whether
gender difference could have differences in short term memory, the researchers are
going to examine and to prove the hypothesis - females are more receptive and will
improve their score in the test more after exposure to music.
2.5 Type of Test Effect on Memory Retention
Cherry Hill (2010) stated that people tends to remember better in visual
images compared to words. This is due to imagery is more fun and interesting in
learning process, while words are more complexity. He also noted that the better a
person visualize the better he will be in remembering.
Recent work (Foos & Goolkasian, 2005) shows that difficult distractor task
can impair their memory retention on pictures, spoken words, and printed words
compared to easy distractor task. Foos and Goolkasian (2005) also noted that pictures
have higher result in memory test, and next high score in memory test will be spoken
words. Whereas printed words showed the lowest score in the memory task. Other
than picture and words, odor memory test have been tested by Choudhury, Moberg
and Doty. The researchers shows that people will recall the odor when it is been
presented and been confirm, when during retention interval, it will process it to long
term memory. And the researcher hypothesize that odor perception or olfactory is
depends on how one’s memory system integrate the things, but the result show out
that, it is mutually interdependent.
In the present study, the researchers are hypothesize improvement will see
more in picture over word memory test.

CHAPTER 3
RESEARCH METHODOLOGY
3.1 Research Design
This research is an experimental type of research design but is not a true
experimental design. This is because the participants involved in this research were
not randomly sampling. It is a convenient sampling. The individuals surrounding the
researchers were chosen to be the participants.
3.2 Research Sample Size and Research Subjects
There are 60 subjects participated in this research. The 60 subjects were
convenient sampling chosen by researchers from Tunku Abdul Rahman College and
friends of researchers who are working people. The participants consisted of 30 males
and 30 females. The age of participants was divided into 2 groups which are 18 to 23
years old and above 23 years old. There are 38 participants from the group of 18 to 23
years old and 22 participants from the group of above 23 years old.
3.3 Instruments
In this research, a laptop and projector have been used to show the power
point of pictures and words to participants. The laptop also used to play the classical
and lyrical music during the participants doing the test. The classical music with title
“Kiss the rain” in piano instrument and the lyrical music with title “solo” by Iyaz
were used in this test. A sheet of paper with informed consent and questionnaire
(Appendix D) and a pen were distributed to every participant.

3.4 Data Collection Procedure
The test was conducted in the residence of one of the researchers. The
experiment was conducted separately in 4 different times. Participants who
volunteered to take part in the test were invited by researchers to the residence and
took the test. Before the test start, researchers distributed a sheet of paper and pen to
each participant and gave the instruction. Then, researchers started the test by
showing slides of pictures and words using power point. Participants are required to
remember as many pictures as possible within 40 seconds and write down the name of
pictures in 1 minute and 30 seconds. After done writing down the name of pictures,
researchers proceed to next test which show the slide of words for the participants to
remember in 40 seconds and write down the words within 1 minute and 30 seconds.
The next test was same with pre- test but while showed the slide of pictures and words,
researchers also played the classical music with title of “Kiss the Rain” by Yiruma. As
the participants are writing down the name of pictures and words, classical music still
being played. Afterwards, the next test was almost same but the music changed to
lyrical music with title of “solo” by Iyaz was played during the test. Lastly, the
researchers collected all the paper from participants after the test is done.
3.5 Data Analysis Techniques
Table and graphs are used to analysis the data in this research. Researchers
used table to analysis the information that have been collected from the participants.
Researchers also used the table to show the statistical result of the test. Other than that,
researchers used the graphs to show the figures of the results so that it is clearer and

easier to understand. Besides that, the graphs also used to show the mean of the result
to further describe the hypothesis of research.
CHAPTER 4
DISCUSSION OF RESULT
4.1 Data Analysis Result
Figure 4.1 (Appendix A) shows three condition of memorized picture in the
experiment, which are: without music, with classical music and with lyrical music.
Among the three types of music, both genders remember the most when listening to
the classical music which it shows that males can remember 325 of pictures whereas
the females can remember 310 pictures. The figure indicates that classical music can
enhance an individual’s short term memory retention. The statistics also show that
females can only remember 295 pictures and males can only remember 316 of
pictures when no music is playing for them. From the figure 4.1, females remembered
298 of pictures and males remembered 302 of pictures when researchers played the
lyrical music. Among the three tests, the males score the lowest mark in test. However,
the figure 4.1 showed that males remembered more compared to females in pre- test,
and post- test. Females score the lowest in the pre-test compared to other two.
Figure 4.2 (Appendix B) shows number of words in memorization under three
conditions which is without music, with classical music and with lyrical music. From
that figure, the statistic shows that the participants remember more words compared to
the picture in figure 4.1. Also, both males and females remember the most when
classical music is being played. Males remember 348 of words and the females

remember 326 of words in the classical music test. In pre- test with no music, females’
statistic score are higher than males. Females remember 293 of words and males only
remember 288 of words in this test. In this pre- test, males score lowest among the
three tests. From the result that the researchers obtained, females score lowest when
playing the lyrical music during the test with remember 280 words. The males are
score more than females when the lyrical music is played which their score are 303.
Figure 4.3 (Appendix C) shows the result of pictures and words in
memorization under three conditions which are without music test, with classical
music test and lyrical music test. From Figure 4.3, the statistics shows that musical
music test have the higher score compared to pre- test and lyrical music test. It shows
a big difference between the lyrical music test and the pre- test. The pictures with the
score of 635 and words with score of 674 is the higher score among the tests. The
lowest score of pictures is when lyrical music being played but the score of words in
lyrical music test is not the lowest. The score of pictures in lyrical music test is 600
while the words’ score is 583. In the pre- test, the score of words are the lowest
among three of tests. The score of the words is 581 while the pictures are 611.
Without Music Classical Music Lyrical Music
Mean SD Mean SD Mean SD
Pictures 10.183 2.2839 10.583 2.2233 10 2.0412
Words 9.683 2.0453 11.233 2.5908 9.717 2.1142
Table 4.1: Mean number of pictures and words in different type of music
Based on the table 4.1, the result of pictures that researchers obtained shows

the classical music test (M=10.583, SD=2.2233) has significant difference between
without music test (pre- test) (M=10.183, SD= 2.2839) and lyrical music test (M=10,
SD= 2.0412). The result of the words also shows that has significant difference among
without music test (M=9.683, SD= 2.0453), classical music test (M=11.233, SD=
2.5908), and lyrical music test (M= 9.717, SD= 2.1142).
4.1.1 Classical music will positively enhance a person's short term memory retention.
Based on the result in figure 4.3, classical music have the higher score
compare to lyrical music test and without music test (pre- test). It is clearly prove that
classical music will positively enhance a person’s short term memory retention. From
the table 4.1, researchers prove that classical music test in pictures (M=10.583, SD=
2.2233) and words (M=11.233, SD= 2.5908) will positively enhance a person’s short
term memory retention compare to without music test (pre- test) in pictures (M=
10.183, SD= 2.2839) and words (M=9.683, SD= 2.0453) and lyrical music test in
pictures (M=10, SD= 2.0412) and words (M=9.717, SD= 2.1142).
4.1.2 Lyrical music will negatively affect a person's short term memory retention.
Based on figure 4.3, the results show that lyrical music can negatively affect
the short term memory retention in pictures test only. In pictures test, the score is the
lowest among three tests (M=10, SD= 2.0412). The words test (M=9.717, SD= 2.1142)
is not proven because it is not the lowest score compare to without music test (pre-
test) (M=9.683, SD=2.0453). Researchers found out that even the lyrical music test
can negatively affect the short term memory, but it is just proven in pictures test and
not in the words test. In this part, the lyrical music can enhance the memory retention

in words test and so that lyrical music will negatively affect a person’s short term
memory retention is rejected.
4.1.3 Playing music will have an effect on memory retention.
Based on figure 4.3, the result shows that classical music test can positively
affect the memory retention and enhance the memory with proof of the higher result
among three of the tests. Researchers also found out that play the lyrical music can
negatively affect the memory retention. From the figure show that the score of the
lyrical music test is the lowest among the tests. It shows that when playing the lyrical
music, the participants cannot memorize more compare to classical music. Thus,
playing music will have an effect on memory retention is proven.
4.1.4 Females are more receptive and will improve their score in the test more after
Based on the figure 4.1 clearly show that the females’ score are lower among
three of the tests compare than males in the picture tests. But in the words tests of
figure 4.2, the males’ score and females’ score have no big difference between both.
However, in the classical music test and lyrical test show that males are more
receptive in the test. In the without music test (pre- test), the figure 4.2 show that
females are more receptive than males.
4.1.5 Improvements will be seen more in a picture memory test over a word memory
test.
Based on figure 4.3, without music test (pre- test) and lyrical music test show
that there is more improvement seen in the pictures compare to words. However, in

the classical music test, the improvement of words (M=11.233, SD= 2.5908) is more
than pictures (M=10.583, SD= 2.2233). Thus, the improvements will be seen more in
a picture memory test over a word memory test is rejected.
4.2 Analysis of demographic
In this research, there have 30 males and 30 females were take part in the test.
Researchers found 30 males and 30 females to participate in the test were because
wanted to examine one of the hypothesis in this research. Researchers want to find out
whether are females more receptive and will improve their score in the test more after
CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
From the result that the researchers have obtained, it can be concluded that by
playing music while studying will have an effect on memory retention and different
types of music have different effects. Listening to classical music will able to
enhance a person's short term memory retention positively while lyrical music will
negatively affect a person's short term memory retention. Also, the researchers found
out that females are not more receptive compared to men but instead men are more
receptive as shown in the result. Lastly, the statement ‘improvements will be seen
more in a picture memory test over a word memory test’ is proven to be false.

5.2 Recommendation
In the future studies, we suggest that there should be attempts increase the
number of the participants, the number of participants for the current study is 60
persons, and it is not consider large enough to do an experimental study. The result
will be more valid, accurate and representative if there are more participants. Beside,
during this experiment, the loudness and volume of the music are not being focused
on. We would like suggest that loudness and volume of the music can be taken notice
in the future studies because the loudness and volume may distract and influence
one’s memory while they are remembering the pictures and words. Other than that,
more types of music can be used during the experiments, such as soft music, pop
songs, rock music or religious music other than classical music and R&B song. Other
than that, in the future study, participant’s attitude can be observed, it is because one’s
attitude toward background music during testing situations may present an interesting
result too.
5.3 Strengths and weaknesses of the study
The strength of the current study is referring to those students who have a bad
memory where they can try this method of study while listening to the classical music
as the experiment shows that classical music can enhance one’s memory more
compare to the situation with no music and lyrical music. However, there are some
weaknesses and limitations occur in the study too. Not everyone prefers to study
under the presence of music. Some of the people just don’t like to study when
listening to the music; it is because they feel that the music is distracting them

regardless classical or lyrical. Besides, the information and results gained from the
experiment is limited due to the equipment and the numbers of the participants is not
large enough. And the experiment is done in a very short time. It might get a better
valid and representative result if it is conducted as a long term experiments and with
the sufficient equipments.

full (1)

Recomendados

Recomendados

Más contenido relacionado

Destacado

Destacado (6)

Similar a full (1)

Similar a full (1) (20)

full (1)