Effects of voice timbre and accompaniment on working memory as measured by sequential monosyllabic digit recall performance.
Identifieur interne : 001026 ( Main/Exploration ); précédent : 001025; suivant : 001027Effects of voice timbre and accompaniment on working memory as measured by sequential monosyllabic digit recall performance.
Auteurs : Michael J. Silverman [États-Unis] ; Edward T. SchwartzbergSource :
- Journal of music therapy [ 0022-2917 ] ; 2014.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Stimulation acoustique.
- physiologie : Discrimination de la hauteur tonale, Mémoire à court terme, Rappel mnésique.
- Adulte, Femelle, Humains, Musicothérapie, Musique, Mâle, Voix, Éveil.
English descriptors
- KwdEn :
- MESH :
- methods : Acoustic Stimulation.
- physiology : Memory, Short-Term, Mental Recall, Pitch Discrimination.
- Adult, Arousal, Female, Humans, Male, Music, Music Therapy, Voice.
Abstract
BACKGROUND
Information is often paired with music in an attempt to facilitate recall and enhance learning. However, there is a lack of basic research investigating how music carrying information might facilitate recall and subsequent learning.
OBJECTIVE
The purpose of the current study was to determine the effects of voice timbre and accompaniment on working memory as measured by recall performance on a sequential digit recall task. Specific research questions were as follows: (a) How might female and male voice timbres affect serial recall? (b) How might piano, guitar, and no accompaniment affect serial recall? (c) Do music majors have enhanced recall accuracy when compared to nonmusic majors?
METHODS
The recall of information paired with six different melodies was tested on 60 university students. Melodies were composed and recorded using female and male voices with three levels of accompaniment: guitar, piano, and no accompaniment.
RESULTS
Participants had more accurate recall during the male voice and piano and no accompaniment conditions and least accurate recall during the female voice and guitar accompaniment conditions.
CONCLUSIONS
As participants had most accurate recall during the male voice and with piano or no accompaniment, clinicians are encouraged to consider using no accompaniment or piano accompaniment when initially teaching social and academic information paired with music for later recall. When possible, vocal timbre (i.e., the potential benefit of male voicing) should also be considered. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
DOI: 10.1093/jmt/thu009
PubMed: 25013946
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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<author><name sortKey="Silverman, Michael J" sort="Silverman, Michael J" uniqKey="Silverman M" first="Michael J" last="Silverman">Michael J. Silverman</name>
<affiliation wicri:level="1"><nlm:affiliation>University of Minnesota University of Minnesota silvermj@umn.edu.</nlm:affiliation>
<country wicri:rule="url">États-Unis</country>
</affiliation>
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<author><name sortKey="Schwartzberg, Edward T" sort="Schwartzberg, Edward T" uniqKey="Schwartzberg E" first="Edward T" last="Schwartzberg">Edward T. Schwartzberg</name>
<affiliation><nlm:affiliation>University of Minnesota University of Minnesota.</nlm:affiliation>
<wicri:noCountry code="no comma">University of Minnesota University of Minnesota.</wicri:noCountry>
<wicri:noCountry code="no comma">University of Minnesota University of Minnesota.</wicri:noCountry>
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<sourceDesc><biblStruct><analytic><title xml:lang="en">Effects of voice timbre and accompaniment on working memory as measured by sequential monosyllabic digit recall performance.</title>
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<affiliation><nlm:affiliation>University of Minnesota University of Minnesota.</nlm:affiliation>
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<series><title level="j">Journal of music therapy</title>
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<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Acoustic Stimulation (methods)</term>
<term>Adult (MeSH)</term>
<term>Arousal (MeSH)</term>
<term>Female (MeSH)</term>
<term>Humans (MeSH)</term>
<term>Male (MeSH)</term>
<term>Memory, Short-Term (physiology)</term>
<term>Mental Recall (physiology)</term>
<term>Music (MeSH)</term>
<term>Music Therapy (MeSH)</term>
<term>Pitch Discrimination (physiology)</term>
<term>Voice (MeSH)</term>
</keywords>
<keywords scheme="KwdFr" xml:lang="fr"><term>Adulte (MeSH)</term>
<term>Discrimination de la hauteur tonale (physiologie)</term>
<term>Femelle (MeSH)</term>
<term>Humains (MeSH)</term>
<term>Musicothérapie (MeSH)</term>
<term>Musique (MeSH)</term>
<term>Mâle (MeSH)</term>
<term>Mémoire à court terme (physiologie)</term>
<term>Rappel mnésique (physiologie)</term>
<term>Stimulation acoustique (méthodes)</term>
<term>Voix (MeSH)</term>
<term>Éveil (MeSH)</term>
</keywords>
<keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Acoustic Stimulation</term>
</keywords>
<keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Stimulation acoustique</term>
</keywords>
<keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Discrimination de la hauteur tonale</term>
<term>Mémoire à court terme</term>
<term>Rappel mnésique</term>
</keywords>
<keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Memory, Short-Term</term>
<term>Mental Recall</term>
<term>Pitch Discrimination</term>
</keywords>
<keywords scheme="MESH" xml:lang="en"><term>Adult</term>
<term>Arousal</term>
<term>Female</term>
<term>Humans</term>
<term>Male</term>
<term>Music</term>
<term>Music Therapy</term>
<term>Voice</term>
</keywords>
<keywords scheme="MESH" xml:lang="fr"><term>Adulte</term>
<term>Femelle</term>
<term>Humains</term>
<term>Musicothérapie</term>
<term>Musique</term>
<term>Mâle</term>
<term>Voix</term>
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<front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b>
</p>
<p>Information is often paired with music in an attempt to facilitate recall and enhance learning. However, there is a lack of basic research investigating how music carrying information might facilitate recall and subsequent learning.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>OBJECTIVE</b>
</p>
<p>The purpose of the current study was to determine the effects of voice timbre and accompaniment on working memory as measured by recall performance on a sequential digit recall task. Specific research questions were as follows: (a) How might female and male voice timbres affect serial recall? (b) How might piano, guitar, and no accompaniment affect serial recall? (c) Do music majors have enhanced recall accuracy when compared to nonmusic majors?</p>
</div>
<div type="abstract" xml:lang="en"><p><b>METHODS</b>
</p>
<p>The recall of information paired with six different melodies was tested on 60 university students. Melodies were composed and recorded using female and male voices with three levels of accompaniment: guitar, piano, and no accompaniment.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>RESULTS</b>
</p>
<p>Participants had more accurate recall during the male voice and piano and no accompaniment conditions and least accurate recall during the female voice and guitar accompaniment conditions.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b>
</p>
<p>As participants had most accurate recall during the male voice and with piano or no accompaniment, clinicians are encouraged to consider using no accompaniment or piano accompaniment when initially teaching social and academic information paired with music for later recall. When possible, vocal timbre (i.e., the potential benefit of male voicing) should also be considered. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.</p>
</div>
</front>
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<Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Information is often paired with music in an attempt to facilitate recall and enhance learning. However, there is a lack of basic research investigating how music carrying information might facilitate recall and subsequent learning.</AbstractText>
<AbstractText Label="OBJECTIVE" NlmCategory="OBJECTIVE">The purpose of the current study was to determine the effects of voice timbre and accompaniment on working memory as measured by recall performance on a sequential digit recall task. Specific research questions were as follows: (a) How might female and male voice timbres affect serial recall? (b) How might piano, guitar, and no accompaniment affect serial recall? (c) Do music majors have enhanced recall accuracy when compared to nonmusic majors?</AbstractText>
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<CopyrightInformation>© the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</CopyrightInformation>
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