American Journal of Applied Psychology
ISSN (Print): 2333-472X ISSN (Online): 2333-4738 Website: http://www.sciepub.com/journal/ajap Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
American Journal of Applied Psychology. 2013, 1(3), 38-43
DOI: 10.12691/ajap-1-3-2
Open AccessArticle

Effects of Music Genre and Music Language on Task Performance Among University of Botswana Students

Shyngle Kolawole Balogun1, Nicole M. Monteiro1, and Tshephiso Teseletso1

1Department of Psychology University of Botswana Gaborone, Botswana

Pub. Date: June 06, 2013

Cite this paper:
Shyngle Kolawole Balogun, Nicole M. Monteiro and Tshephiso Teseletso. Effects of Music Genre and Music Language on Task Performance Among University of Botswana Students. American Journal of Applied Psychology. 2013; 1(3):38-43. doi: 10.12691/ajap-1-3-2

Abstract

Equivocality on the influence of music on task performance led to the present study investigating the effects of music genre and music language on task performance. Using 60 students who were randomly assigned to a 2 X 3 ANOVA design under two conditions of music genre (Pop, Gospel) and three music language conditions (English, French, Setswana), the students were asked to perform a cognitive/perceptual task. It was revealed that performance was generally poor among the students but worse of under French language, whether Pop or Gospel, followed by Setswana language; while performance was better with English Pop music. It was concluded that the genre and language selection of music that students use to study may significantly impact task performance. As students listen to their music devices, they may be advised to choose their songs wisely to facilitate optimal arousal, attention and mood for better performance.

Keywords:
music genre music language task performance botswana university students

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Figures

Figure of 1

References:

[1]  Broadbent, D (1958). Perception and Communication. London: Pengamon Press.
 
[2]  Pashler, H. (1998). Attention. East Sussex: Psychology Press Ltd.
 
[3]  Fisch, S.M. (2000). A capacity model of children’s comprehension of educational content on television. Media Psychology 2(1): 63-91.
 
[4]  Styles, E. A. (2006). The psychology of attention, Second Edition. New York: Psychology Press.
 
[5]  Schellenberg, E., G. (2005). Music and cognitive abilities. American Psychological Society. 14(6): 317-320.
 
[6]  Rauscher, F.H., Shaw, G.L. & Ky, K.N. (1993). Music and spatial task performance. Nature, 365: 611.
 
[7]  Nantais, K. & Schellenberg, G.E. (1999). The Mozart effect: an artifact of preference. Psychological Science 10(4): 370-373.
 
[8]  Jenkins, J., S. (2001). The Mozart effect. Journal of the Royal Society of Medicine, 94:170-172.
 
[9]  Rauscher, F. H., Shaw, G. L., Levine, L. J., Wright, E. L., Dennis, W. R., & Newcomb, R. L. (1997). Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological research, 19(1): 2-8.
 
[10]  Graziano, A. B, Peterson M, & Shaw, G.L. (1999). Enhanced learning of proportional math through music training and spatial-temporal reasoning. Neurological Research: 21: 139- 52.
 
[11]  Konecˇni, V. J. (1982). Social interaction and musical preference. In D.Deutsch (Ed.), The Psychology of Music (pp. 497–516). New York: Academic Press.
 
[12]  Cassidy G., C., & Macdonald, A., R. (2007). The effects of background music and background noise on the task performance of introverts and extraverts. Psychology of Music, 35: 517-537.
 
[13]  Kiger, D. (1989). Effects of music information load on a reading-comprehension task. Perceptual and Motor Skills, 69: 531-534.
 
[14]  Wolf, R.H. & Weiner,F.F. (1972). Affects of four noise conditions on arithmetic performance. Perceptual and Motor Skills, 35:928-930.
 
[15]  Etaugh, C. & Michals,D. (1975). Effects on reading comprehension of preferred music and frequency of studying to music. Perceptual and Motor Skills, 41:553-554.
 
[16]  Repovš, G., & Baddeley, A. (2006). The multi-component model of working memory: Explorations in experimental cognitive psychology. Neuroscience,139(1): 5-22.
 
[17]  Rauscher, F. H. (2003). Can music instruction affect children's cognitive development? Developmental Psychology, 20(4): 615-636.
 
[18]  Furnham, A. & Strbac, L. (2002). Music is as distracting as noise: The differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics 45(3): 203-17.
 
[19]  Ylias, G. and Heaven, P.C.L. (2003). The influence of distraction on reading comprehension: A big five analysis. Personality and Individual Differences 34:1069-79.
 
[20]  Hallam, S., Price, J. Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28 (2): 111-122.
 
[21]  Hallam, S. & Price, J. (1998). Can the use of background music improve the behavior and academic performance of children with emotional and behavioural difficulties. British Journal of Special Education, 4(2): 88-91.
 
[22]  Anderson, S., Henke, J., McLaughlin, M., Ripp, M., & Tuffs, P. (2000). Using Background Music To Enhance Memory and Improve Learning. (ERIC Document Reproduction Service No. ED437663).
 
[23]  Jensen, K., L. (2001). The effects of selected classical music on self-disclosure. Journal of Music Therapy. 38: 2-27.