Effect of Preferred Music as a Distraction on Music Majors' and Nonmusic Majors' Selective Attention

• Autores: Alica-Ann Darrow, Christopher M. Johnson, Shawn Agnew, Erin Rink Fuller, Mihoko Uchisaka
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 170, 2006, págs. 22-32
• Idioma: inglés
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• Resumen

  • The purpose of the present study was to determine if music compromises one¿s selective attention, and to determine if music, as a competing stimulus, affects music majors and nonmusic majors differently. Eighty-seven undergraduate and graduate students served as participants. Prior to the experiment, participants were asked to bring with them a CD that they typically listen to while they are driving, studying, or engaged in other activities. Music used in the study represented all musical periods and musical styles. Participants completed the d2 Test of attention (d2 test) under alternating music and no music conditions. Data were first analyzed to determine if there were any effects that could be attributed to whether the music condition was first or second, or whether the music condition included vocals or was instrumental only. There were no significant effects for nonmusic majors; however, music majors who heard the music first completed significantly fewer total items in the following nonmusic condition, and music majors who listened to instrumental music completed significantly more total items than those who listened to music with vocals. Data were also examined to determine differences based upon testing condition (music and no music)and musical training as defined by college major (music major and nonmusic major). Results indicated that participants processed significantly more items under the music condition, and music majors processed significantly more items than nonmusic majors. There were no significant differences based on condition (music or no music) for number of errors, items processed minus errors, or concentration performance. However, there were differences for these three measures based on musical training. Music majors made significantly fewer errors than the nonmusic majors, music majors processed significantly more items correctly (number processed minus errors)than nonmusic majors, and music majors¿ concentration performance scores were significantly higher than nonmusic majors¿ scores.