The perceived impact of playing music while studying: age and cultural differences

Kotsopoulou, Anastasia; Hallam, Susan

doi:10.1080/03055690903424774

Cited by 44 publications

(18 citation statements)

References 17 publications

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“…Across both the United Kingdom and United States, adolescents' reasons for listening to music can include: self-actualization; to fulfill emotional needs; and to fulfill social needs (Tarrant, North, & Hargreaves, 2000). Lastly, contrary to what can be of concern to some parents, adolescents report that they rarely listen to music for the purpose of studying -a finding that holds across Greece, Japan, the United Kingdom, and the United States (Kotsopoulou & Hallam, 2010).…”

Section: Music Motivation and Functionsmentioning

confidence: 99%

Towards a cultural-developmental psychology of music in adolescence

Miranda

Blais-Rochette

Vaugon

et al. 2013

Psychology of Music

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Music is a fundamental cultural product with which adolescents are finely attuned within and across sociocultural contexts. However, very little is known about the intricate interplay among music, psychology, and culture in adolescence. The purpose of this literature review is twofold: (1) to define, ground, and situate a new perspective towards a cultural developmental psychology of music in adolescence; and (2) to find and organize the extant literature pertaining to the cultural and developmental roles of music in adolescence. The rationale is organized in two sections. The first section defines the meaning of a cultural-developmental psychology of music in adolescence. It also explains how this perspective can be grounded in principles of cultural psychology, notably the mutual constitution between culture and the person. It then situates this perspective within established cultural research on music (evolutionary psychology, music perception, and ethnomusicology). The second section presents a critical outlook on the slowly growing but fragmented literature pertaining to culture, psychology, and music in adolescence (music preferences; music motivation and functions; dance; language; social network and multitasking; ethnicity and cultural diversity; and cultural competence in music-based interventions). In conclusion, theoretical and methodological directions are suggested for future cultural research on music in adolescence.

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Section: Music Motivation and Functionsmentioning

confidence: 99%

Towards a cultural-developmental psychology of music in adolescence

Miranda

Blais-Rochette

Vaugon

et al. 2013

Psychology of Music

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“…Kotsopoulou and Hallam distributed questionnaires to 600 students in three age groups (12,(16)(17)(18)20), the purpose is to explore whether students of different age groups are aware of the impact of background music on their learning performance and how they use background music in learning [12]. Research results show that more older students (refers to 16-18 and 20 these two age groups) think that background music brings a relaxing effect, and they are also more inclined to be aware of background music distracts them while learning.…”

Section: Age Difference and Personality Differencementioning

confidence: 99%

The Effect of Background Music on Young People (10-24)’ Task Performance

Chen¹

2022

Advances in Social Science, Education and Humanities Research

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Current studies on the effects of background music are controversial and lack consensus. This paper analyzes a large number of previous studies on the relationship between background music and task performance. The purpose of this paper is to explore the best ways for young people to play background music and maximize the positive impact of background music on their learning/cognitive performance. The conclusion was that older students were better suited to playing background music while studying. Appropriate fast-major music with no Lyrics can have the best positive impact on task performance.

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“…In addition to this, performance may be influenced by metacognition (the extent to which participants are aware that the music is interfering with task performance and consciously adopt strategies to prevent this). Kotsopoulou and Hallam (2010) administered rating-scale questionnaires to 600 students in three age groups-12 to 13, 15 to 16 and 20 to 21-from Japan, the UK, Greece and the USA. The questionnaires explored the extent of playing music while studying, the kinds of tasks undertaken when music was played, the perceived effects of music on studying, the characteristics and types of music played, and the factors that influenced the decision to play music.…”

Section: Background Music and Metacognitionmentioning

confidence: 99%

5. Music, Spatial Reasoning and Mathematical Performance

Hallam¹,

Himonides²

2022

The Power of Music

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Evangelos HimonidesDr Evangelos Himonides held the University of London's first ever lectureship in music technology education and now holds the country's first ever Chair in Technology, Education, and Music. Evangelos works at University College London, where he leads a number of courses and supervises doctoral and post-doctoral research. At postgraduate level, he has led and now serves the MA in Music Education programme at UCL, with courses in 'Music Technology in Education' and 'Choral Conducting, Leadership and Communication'. At undergraduate level, Evangelos developed UCL's first ever music-related course in the Institution's near two-century history, which is called 'Interactions of Music & Science' and offered under the innovative Bachelors of Arts and Sciences (BASc) programme. He is fellow of the RSA and Chartered Fellow (FBCS CITP) of the British Computer Society. As a musician, technologist and educator, Evangelos has had an ongoing career in experimental research in the fields of Psychoacoustics, Music Perception, Music Cognition, IT, Human-Computer Interaction, Special Needs, the Singing Voice & Singing Development. Publications currently number over two hundred in high-profile international journals, such as Frontiers of Psychology and Cognitive Science, Psychology of Music, IJME, RSME, Journal of Voice, Logopedics Phoniatrics Vocology. Evangelos has been working on numerous funded research projects for leading UK Research Councils such as the AHRC, ESRC, EPSRC, grant-making foundations/charities such as The Paul Hamlyn Foundation, RNIB, the AmberTrust and the Esmée Fairbairn Foundation, government agencies/departments (such as DfES, QCA) and also the European Union. Evangelos is associate editor for the Journal of Music, Technology and Education (Intellect), associate editor of Frontiers in Psychology, past associate editor for the Journal Logopedics Phoniatrics Vocology xv Author Biographies (Informa Healthcare), reviews editor for Psychology of Music (SAGE), editor of the Society for Education and Music Psychology Research (SEMPRE) Conference Series, and section editor for 'technology' for the Oxford Handbook of Music Education. Evangelos has co-edited, with Andrew King, two key volumes in Technology, Music and Education, published by Routledge.As a sound engineer and researcher, Evangelos has recorded in numerous venues (including York Minster, St.Paul's, RCM), with various artists such as Derek Lee Ragin (Farinelli), Vanessa Mae (SONY BMG) and Jarvis Cocker (Pulp) and for numerous media productions (for the BBC, Ch5, Discovery Channel, RTL, CBS, PBS, History Channel).Evangelos has developed the free online technologies for Sounds of Intent, Inspire-Music and the Online Afghan Rubab Tutor. In his spare time, Evangelos likes to record music, play guitar, and handcraft musical instruments in order to raise funds for his charitable work. Intellectual, Social and Personal Development of Children and Young People (2015). As the evidence was collated, it became clear that much more research had be...

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The perceived impact of playing music while studying: age and cultural differences

Cited by 44 publications

References 17 publications

Towards a cultural-developmental psychology of music in adolescence

Towards a cultural-developmental psychology of music in adolescence

The Effect of Background Music on Young People (10-24)’ Task Performance

5. Music, Spatial Reasoning and Mathematical Performance

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