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Lyrics on Reading Comprehension 1
EFFECTS OF LYRICAL MUSIC ON READING COMPREHENSION
Effects of Lyrical Music on Reading Comprehension
Zach Liapis, Zach Giddens and Michelle Uhlenbrock
Hanover College
PSY 220: Research Design and Statistics
Fall 2008
Lyrics on Reading Comprehension 2
Abstract
Previous research has had mixed results when examining the effect of music on test
performance. This study was designed to examine the effects of lyrical and non-lyrical music on
reading comprehension. Participants (N = 20, 55% male) read an article on the health benefits of
green tea. Half of the participants did this while listening to a song with lyrics (lyrical condition)
and the other half did this while listening to the same song with no lyrics (non-lyrical condition).
When the music ended, they completed a 10 question reading comprehension quiz.
Although participants scored better in the no lyrics condition than the lyrics condition, the
difference wasnt significant, p = .552. Future studies could consider alternate musical styles.
\
Lyrics on Reading Comprehension 3
Effects of Lyrical Music on Reading Comprehension
Almost all students study in order to achieve better scores on their tests. Many
students study while listening to music. There has been considerable research into how music
affects cognitive performance. Given this information the obvious question becomes, how does
pairing music with studying affect a student's performance?
The possibility of an effect of music on our cognitive abilities has gained media
attention after research by Alfred Tomatis in "Pouquoi Mozart" (1991). Tomatis was interested
in examining the effect of varying frequencies and found that through use of Mozart
music allowed the basilar membrane within the ear to heal and also promote brain growth. The
theory was popularized when Rauscher, Shaw, and Ky (1993) found increases in abstract spatial
reasoning ability after listening to a sonata by Mozart as compared to relaxation music and
silence. However, the effects of the music only lasted about 15 minutes. Often misquoted as
having reported increases in IQ numbers, Rauscher et al.'s (1993) so-called "Mozart effect"
elicited a flurry of research testing for musical effects. Since then, a number of studies have
indicated that Mozart's music does not have a significant effect on intelligence quotient (Crncec,
Wilson, & Prior, 2006; Gray, & Della Sala, 2007; Hui, 2006).
However, the theory that music affects test performance cannot be
entirely discounted. Meta-analyses by Chabris (1997) and Hetland (2000) noted small increases
in performance when using Mozart music and spatial testing measures such as spatial tasks as
opposed to abstract reasoning. Subsequently, researchers have pointed out mediators in the
relationship between music and cognitive abilities such as the arousal theory and complexity
theory. The arousal theory suggests that listening to music optimizes arousal levels to a specific
point depending on the complexity of the task that is to be completed ( e.g. Steele, Bass, &
Lyrics on Reading Comprehension 4
Crook, 1999; Jones, West & Estell 2006). For instance someone that is very anxious might be
calmed with soothing music, while someone that is tired might be energized by upbeat music.
According to the arousal theory, both of these cases will allow for better performance on a
certain task, provided that the individual is not over-aroused. Over arousal can lead to decreased
performance. The musical complexity theory mentioned by Furnham and Bradley (1997) and
Furnham and Strbac (2002) states that although music has lead to increased test scores, increased
complexity within music will lead to decreases in participant test scores when compared to less
complex music.
The current study looked to examine the music complexity theory. Most of the previous
studies on complexity have looked at music that does not contain lyrics (Furnham & Bradley
1997; Furnham & Allass 1999) However, lyrics within music could also add complexity to
the song. The lyrics simply add another level of processing for the brain. furthermore, a study by
Banbury and Berry (1998) found that background noise mixed with words decreased memory for
prose while background noise without words did not have a significant effect. The current study
hopes to find the same effect in that music with speech will lead to decreased test scores.
Furthermore, the study expands off of complexity theory looking to examine the relationship
between music with and without lyrics on memory for prose and see if similar results to research
on complexity within non-lyrical music are observed. On the basis of prior research that finds
music to be over-stimulating, we predicted that participants in the lyrics condition would score
significantly lower than participants in the no lyrics condition. To test this theory,
participants took a reading comprehension test that follows a short prose accompanied by music.
The music was manipulated to include a song with and without lyrics and each participant was
placed into only one condition.
Lyrics on Reading Comprehension 5
Methods
Participants
A convenience sample of twenty students volunteered from Hanover College using a
convenience sample. Ages ranged from 18 to 22. Participant gender consisted of 11 males and 9
females. Participants races ranged from White 85%, Black 5%, Asian 5%, Arab, 5%.
Materials
In order to manipulate reading comprehension scores, we obtained two versions of the
same song; one containing lyrics and the other containing only music. The song chosen was
"Where the Green Grass Grows - Tim McGraw". The song lasted for three and a half minutes.
The non-lyrical version of the song was chosen from a karaoke compact disc, while the non-
lyrical version was found using the online search engine "Youtube". The song was played using
a computer. To measure participants' reading comprehension abilities while listening to the two
versions of this song an essay was obtained. One essay was obtained from the internet
by searching for scholarly health essays. The essay that was found was a shorter essay
that contained information on the health benefits of green tea. The essay was chosen because it
dealt with the physiological health benefits of green tea; which most people presumably know
little about. A test was developed for the essay. The test consisted of ten four-question multiple
choice questions developed to measure reading comprehension. The participants filled out a
demographic questionnaire after completing the study. Participants completed our study in
groups of five.
Procedure
Participants were randomly assigned to two different conditions. The conditions varied
based on which song they would hear, either the song with lyrics (the lyrics condition) or the
Lyrics on Reading Comprehension 6
song without lyrics (the without-lyrics condition). Each participant was given an informed
consent form. Participants read an essay while listening to their assigned song. Participants
were informed that they would have the duration of the song to read and study their article and at
the end of that time a test would be administered. At the end of the song, the essays were taken
from the subjects and they were given a reading comprehension test consisting of ten songs with
four multiple choice answers each. After the end of the test participants completed a
demographic survey and were debriefed orally by a researcher. Once the participants were
debriefed, they were thanked for their participation and were dismissed.
Results
To test our hypothesis, we separated our analysis into two parts. The first
examined the entire group in relation to the two conditions with lyrics and with-out
lyrics). In order to account for any other variables that might influence results, a second
analysis of other variables was conducted.
To test whether the lyrics group performed better or worse than the group without lyrics a
t-test was preformed. Although results trended towards better scores on the no lyrics condition
(M = 8.30) than the lyrics condition (M = 8.00) the difference was not significant, t(18) =
.605, p = .552 (see Figure 1). To examine whether the effects of lyrics varied by gender, a 2
(gender: male vs. female) x 2 (condition: with lyrics vs. without lyrics) ANOVA was performed.
There was a main effect of gender on score such that female participants scored significantly
higher than male participants, F(1,16) = 5.12, p = .037. There was no significant main effect of
condition on score, F(1,16) = 1.901, p = .187. The interaction between gender and condition was
not significant (p =.48). Furthermore, although the interaction between gender and condition was
not significant, Figure 2 shows that female scores were slightly lower in the with-lyrics condition
Lyrics on Reading Comprehension 7
compared to the without lyrics condition whiles male scores were much lower in the lyrics
condition compared to the without lyrics condition.
Lyrics on Reading Comprehension 8
Figure 1: Test scores from participants in the with and without lyrics condition
Lyrics on Reading Comprehension 9
Figure 2: Participant test scores measured by gender and musical condition
Discussion
Lyrics on Reading Comprehension 10
Our hypothesis that the without-lyric condition would score significantly higher than the
with-lyrics condition was not supported by the results. However, the results trended towards
decreased performance on the tests in the lyrics condition compared to the without-lyrics
condition.
A number of reasons could account for our finding. Our study only used one song that
was split into two conditions (with and without lyrics). This is problematic in that it isolates the
song selection to one specific type of music. However, it seems clear that students are studying
while listening to many different types of music. Perhaps a specific genre of music is more
distracting than another. Furthermore, some songs lyrics may prove to be more distracting than
others, leading to a greater difference in scores across the two conditions. For instance, lyrics in
which it is hard to understand what the singer is saying might be more distracting as the
participant tries harder to understand what is being said. Or volume might affect distraction
such that louder lyrics might distract the participant more than soft lyrics. Also, our song was
selected because relatively few people would be familiar with it. However, there could be a
difference in distraction level for songs with which the participant is familiar versus unfamiliar.
For instance, a participant might pay more attention to a familiar song they like rather than a
song they have never heard before or vice versa.
As previously noted, women significantly outscored men. Womens performance did not
drop nearly as much as mens performance in the with-lyrics condition as opposed to the
without-lyrics condition. Although the interaction was not significant, it may suggest a
connection to research done on the difference in multitasking abilities of men and
women. Typically women outperform men on tasks completed while multitasking. To tie
these two concepts together, if male scores on tasks drop significantly when they are
Lyrics on Reading Comprehension 11
multitasking and male scores drop in the lyrical condition, then maybe the two are related. In
other words, listening to music while studying is a form of multitasking or at least a divided
attention task. Therefore, the use of music with lyrics could meerly be an extension of research
already completed on the gender effects of multitasking.
Future Research
Further research could also focus on a continuation of music from study into some of the
participants tests. In other words participants would read an initial article with or without music
and then complete a test with or without music. Participants would then be examined in four
conditions (music only during article, music only during test, music during both, and no music in
either). Music has been shown to change the mood of a person either in a positive or negative
way (Kitamura 2005). State dependent memory shows that participants retain the
most information when their emotional state matches the emotional state when they first learned
the information (Bower 1981). If scores are better in the condition in which there was no music
during the reading or testing than when music is only present in the reading of the article, then it
would be detrimental for students to pair music with study since few teachers allow music during
tests.
Summary and Conclusions
Our study supports research that music paired with studying does not influence test
results, specifically memory for prose. However, our study did not measure the effect of music
on spatial ability, which has produced the strongest results in the past. Furthermore, results
indicating that females had significantly higher scores on the with-lyrics condition than males
suggests a future area of research into gender differences. We encourage future research to
Lyrics on Reading Comprehension 12
look into further examinination of these conditions until the relation of music and test
performance is understood.
Lyrics on Reading Comprehension 13
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