Roth Edward A, Smith Kenneth H
Western Michigan University, Neurologic Music Therapy, 1903 W. Michigan Avenue, Kalamazoo, MI 49008, USA.
Percept Mot Skills. 2008 Oct;107(2):396-402. doi: 10.2466/pms.107.2.396-402.
This study investigated the effect of music listening for performance on a 25-question portion of the analytical section of the Graduate Record Exam by 72 undergraduate students (M age 21.9 yr.). Five levels of an auditory condition were based on Mozart Piano Sonata No. 3 (K. 281), Movement I (Allegro); a rhythm excerpt; a melody excerpt; traffic sounds; and silence. Participants were randomly assigned to one of the stimuli. After a 5-min., 43-sec. (length of the first Allegro movement) listening period, participants answered the questions. Analysis indicated participants achieved significantly higher mean scores after all auditory conditions than those in the silent condition. No statistically significant pairwise mean difference appeared between scores for the auditory conditions. Findings were interpreted in terms of an arousal framework, suggesting the higher means in all auditory conditions may reflect immediate exposure to auditory stimuli.
本研究调查了72名本科生（平均年龄21.9岁）在听音乐对研究生入学考试分析部分25道题目的作答表现上的影响。听觉条件有五个水平，分别基于莫扎特《第三钢琴奏鸣曲》（K. 281）第一乐章（快板）、一段节奏节选、一段旋律节选、交通声音以及静音。参与者被随机分配到其中一种刺激条件下。在5分43秒（第一快板乐章的时长）的聆听期过后，参与者回答问题。分析表明，在所有听觉条件下，参与者的平均得分显著高于静音条件下的得分。各听觉条件得分之间未出现统计学上显著的两两均值差异。研究结果依据唤醒框架进行了解释，表明在所有听觉条件下得分较高可能反映了对听觉刺激的即时暴露。
