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Does classical music (as a background music) have an impact on the learning processes and if yes, is it a positive or a negativ impact?

Written by J. Danielmeyer

Paper category

Essay

Subject

Psychology

Year

2019

Abstract

Term Paper: The relevance of the theme: faster, stronger, better. This is the design of mankind since the beginning of the cognitive revolution. Getting better includes learning, but how can we learn, what is the best way to learn, and how we can improve your learning system. One way to improve learning is to learn while listening to classical music. First of all, why is classical music? This genre seems to be the genre of the smart and educated part of the population (1 cite academic sources?). But why is it so? There are composers’ classical music, such as: J.S. Bach, W.A. Mozart L. van Beethoven and C. De Debussy based on mathematical equations, with creativity and the ability to express ideas as notes-enter the music. You can write about 100 pages on a classic work, but there will still be something to analyze and explain. Clarification depends on the logical conclusion that classical music of the era. If you can "see" it, then everything is meaningful in a sense. However, if this may be a factor, or just the effect of listening alone, there is no conclusion yet. There is also a method called the "Mozart effect", which shows the possible consequences of using classical music as a strategy to improve the process (Jenkins 2001, 170-172). But how can listening to music help us improve academic performance? Concerts trigger different feelings based on personality and can help us focus. I will try to find out if there is any influence (to find out why it is not on the neurobiological level), and if so, whether it is positive or negative (about learning progress). Finally, there are many ways to improve learning ability. If you can generalize this, I will try to figure out what to draw separately. Theoretical method: The experiment will be carried out under classical experimental conditions (Pukelsheim 1993). To define classical music, every musical style from 1600 to 1900 will be included and considered as classical music. The proband participating in the experiment must be at least 14 years old to understand the task. To get a more specific age group, the upper limit will be 60 years. The proband will be selected from different social and educational groups. This is necessary to find similarities and differences within the group in the analysis. In order to define the experimental task, the total number of words remembered by the subject in a certain period of time will be measured. According to Evano (2014), this experiment will be granted an effect. One possible result is to remember more words at the same time under the conditions of classical music. The reason for this may be an increase in concentration, or it may trigger feelings such as motivation or satisfaction. For worse results of memorizing words, the cause may be distraction. On the other hand, Jäncke and Sandman argued. Research method: The main research method used will be an experiment. The experiment will have certain specifications: before the experiment, you must find music, because there are great differences between composers, and there will always be music of the same era and similar composition style. After finding the music and preparing for the experiment, the proband will be found and selected under the conditions already described. A group of people will be found in the school, a group of people will be found in the street after a classical concert. Before starting the experiment, the proband must fill out a questionnaire, including gender, age group (to see if there is any overlap in the analysis), and favorite music. There will be three rounds in the experiment. The first one does not have any background noise, the second uses classical music as background noise, and the third uses favorite music (found in the questionnaire) as background noise. There will be enough recovery time within three rounds, so the proband will not automatically deteriorate in the experiment and the second and third rounds. The music volume will also be kept at a low to medium level to prevent distractions. Experiment-Volume?-subconcieness-The same person is tested 3 times, the same level of progress is required to leave an impression (related to the result?) Result type (such as calculation, typology, evaluation, action suggestion): After the research is completed, the result will be carried out Analysis, in order to illustrate the results, will also be described in the chart. After reconsidering why this experiment gave us untrue results, they will be included in the upcoming conclusions (only implemented in the experiment guide). As a conclusion, there will be a result, that is, there is no influence of classical music in the background, classical music as a negative influence of background noise or if it is personally dependent, there will generally be a positive influence. To see what kind of positive impact it will have, another experiment is needed. Finally, you will see a certain overlap in the test group, but the conclusion is that learning and learning progress is a personal thesis structure: first introduce the topic , Learning progress. After that, I will focus on the idea of ​​classical music learning and focus on the subject learning. Finally, I will issue a statement summarizing the results of the analysis. Read Less