Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-09-30
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Alternate URL: https://formazione-insegnamento.eu/2014-12/3/1131-school-time-free-time-crossroads-background-music-as-a-.html
Title: School time- Free time crossroads: Background music as a cognitive enhancer in a multitasking generation
Abstract: This study aimed at searching for crossroads between teenagers' enjoyment and learning, breaking the ancient taboo of bringing chart music in the classroom during classwork simulation. To do this, I decided to investigate the effects of background pop music listening on logical and mathematical performance. Participantsincluded a group of 50 Italian students with a mean age of 16,29 years old. These teenagers from a scientific high school of Rome (Italy) were exposed to 3 different conditions, being Silence-No music, happy-Major mode music and sad-Minor mode music, while completing a battery of tests that included a series of logical-mathematical and spatial tasks. The results showed important differences in performance among the different tests and background conditions.In particular, a sad attitude towards mathematics seems to be predictive of a better mathematics performance during Minor mode music listening.The study offers support to previous research about mood-dependent memory and cognitive-emotional induction, indicating that previously acquired mathematical notions and totally new logical solutions can be triggered or inhibited by different music listening choices through acoustic stimulation, with consequent effects on academic areas, and thus possible applications in the emerging field of neurocognitive pedagogy.
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Title: Al crocevia tra tempo scolastico e tempo libero: musica di sottofondo come innesco cognitivo in una generazione multitasking
Abstract: Lo studio mira a cercare punti d'incrocio tra gradimento e apprendimento nei giovani, rompendo l'antico tabù di portare la musica da classifica in classe durante la simulazione di un compito in classe. Per farlo, ho deciso di indagare gli effetti dell'ascolto di musica pop in sottofondo sulla performance logicomatematica.I partecipanti includevano un gruppo di 50 studenti italiani conun'età media di 16,29 anni. Questi ragazzi di un Liceo scientifico di Roma (Italia) sono stati esposti a 3 diverse condizioni, ossia Silenzio-Assenza di musica, Musica allegra-in modo maggiore e musica triste-in modo minore, durante il completamentodi una batteria di test che includeva una serie di compiti logicomatematici e spaziali. I risultati hanno mostrato importanti differenze di performance tra i diversi test e le condizioni di sottofondo. In particolare, un'attitudine triste verso la matematica sembra predittiva di una migliore performance matematica durante l'ascolto di musica in modo minore.Lo studio offre sostegno a ricerche precedenti sulla memoria umore-dipendente e sull'induzione cognitivo-emotiva, indicando che nozioni matematiche precedentemente acquisite e soluzioni logiche totalmente nuove possono essere innescate o inibite da differenti scelte di ascolto musicale attraverso la stimolazione acustica, con effetti conseguenti sulle aree accademiche, e quindipossibili applicazioni nel settore emergente della pedagogia neurocognitiva.
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Title: Temps scolaire - temps libre Crossage: la musique de fond en tant qu'amplificateur cognitif dans une génération multitâche
Abstract: Cette étude visait à rechercher le carrefour entre la jouissance et l'apprentissage des adolescents, brisant l'ancien tabou de l'apporter de la musique de graphique en classe pendant la simulation en classe.Pour ce faire, j'ai décidé d'étudier les effets de l'écoute de la musique pop de fond sur les performances logiques et mathématiques.Les participants ont compris un groupe de 50 étudiants italiens avec un âge moyen de 16 29 ans.Ces adolescents d'un lycée scientifique de Rome (Italie) ont été exposés à 3 conditions différentes, étant du silence-non de musique, de la musique en mode happy-major et de la musique en mode mineur triste, tout en effectuant une batterie de tests qui comprenait une série de tâches logiques-mathématiques et spatiales.Les résultats ont montré des différences importantes dans les performances entre les différents tests et conditions de fond. En particulier, une attitude triste envers les mathématiques semble prédictive d'une meilleure performance en mathématiques lors de l'écoute de la musique en mode mineur.domaines académiques, et donc applications possibles dans le domaine émergent de la pédagogie neurocognitive. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Hora de la escuela: Crossroads de tiempo libre: música de fondo como potenciador cognitivo en una generación multitarea
Abstract: Este estudio tenía como objetivo buscar encrucijadas entre el disfrute y el aprendizaje de los adolescentes, rompiendo el antiguo tabú de traer música de gráficos en el aula durante la simulación de trabajo de clase.Para hacer esto, decidí investigar los efectos de la música pop de fondo escuchando sobre el rendimiento lógico y matemático.Los participantes incluyeron a un grupo de 50 estudiantes italianos con una edad media de 16,29 años.Estos adolescentes de una escuela secundaria científica de Roma (Italia) estuvieron expuestos a 3 condiciones diferentes, siendo la música de silencio, no, la música del modo feliz y la música de modo SAD-Minor, mientras completaban una batería de pruebas que incluían una serie de tareas matemáticas y espaciales lógicas.The results showed important differences in performance among the different tests and background conditions.In particular, a sad attitude towards mathematics seems to be predictive of a better mathematics performance during Minor mode music listening.The study offers support to previous research about mood-dependent memory and cognitive-emotional induction, indicating that previously acquired mathematical notions and totally new logical solutions can be triggered or inhibited by different music listening choices through acoustic stimulation, with consequent effects onáreas académicas y, por lo tanto, posibles aplicaciones en el campo emergente de la pedagogía neurocognitiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Crossroads de tempo livre escolar: música de fundo como intensificador cognitivo em uma geração multitarefa
Abstract: Este estudo teve como objetivo procurar uma encruzilhada entre o prazer e o aprendizado dos adolescentes, quebrando o tabu antigo de trazer músicas de paradas na sala de aula durante a simulação de trabalho de classe.Para fazer isso, decidi investigar os efeitos da música pop em segundo plano, ouvindo a performance lógica e matemática.Os participantes incluíram um grupo de 50 estudantes italianos com idade média de 16,29 anos.Esses adolescentes de uma escola científica de Roma (Itália) foram expostos a três condições diferentes, sendo o silêncio-não música, o Happy-Major Mody Music e o Sad Minor Mode Music, enquanto completava uma bateria de testes que incluíam uma série de tarefas lógicas-matemáticas e espaciais.The results showed important differences in performance among the different tests and background conditions.In particular, a sad attitude towards mathematics seems to be predictive of a better mathematics performance during Minor mode music listening.The study offers support to previous research about mood-dependent memory and cognitive-emotional induction, indicating that previously acquired mathematical notions and totally new logical solutions can be triggered or inhibited by different music listening choices through acoustic stimulation, with consequent effects onÁreas acadêmicas e, portanto, possíveis aplicações no campo emergente da pedagogia neurocognitiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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