Koolidge Louis, Holmes Robyn M
1 Monmouth University, NJ, USA.
Percept Mot Skills. 2018 Apr;125(2):387-399. doi: 10.1177/0031512517752817. Epub 2018 Jan 9.
This study explored the effects of background music on cognitive (puzzle assembly) task performance in young children. Participants were 87 primarily European-American children (38 boys, 49 girls; mean age = 4.77 years) enrolled in early childhood classes in the northeastern United States. Children were given one minute to complete a 12-piece puzzle task in one of three background music conditions: music with lyrics, music without lyrics, and no music. The music selection was "You're Welcome" from the Disney movie "Moana." Results revealed that children who heard the music without lyrics completed more puzzle pieces than children in either the music with lyrics or no music condition. Background music without distracting lyrics may be beneficial and superior to background music with lyrics for young children's cognitive performance even when they are engaged independently in a nonverbal task.
本研究探讨了背景音乐对幼儿认知（拼图组装）任务表现的影响。参与者为87名主要是欧美裔的儿童（38名男孩，49名女孩；平均年龄 = 4.77岁），他们就读于美国东北部的幼儿班。孩子们在三种背景音乐条件之一的环境下，有一分钟时间完成一项12片拼图任务：有歌词的音乐、无歌词的音乐和无音乐。音乐选段是迪士尼电影《海洋奇缘》中的《不客气》。结果显示，听无歌词音乐的孩子比听有歌词音乐或无音乐环境下的孩子完成的拼图块数更多。即使幼儿独立参与一项非语言任务时，没有干扰性歌词的背景音乐可能对其认知表现有益且优于有歌词的背景音乐。
