Effects of Music on Memory, Emotions, and Learning

Introduction: Music and Memory

Several studies have been dedicated to examining the effect of music on memory and cognitive performance. Much of this research focuses on the way the human mind processes information. The brain is made up of a highly complex system of neurons that is actively involved in the transfer of information from one region to another. The study of the effects of music on human memory is ongoing (Kirkweg 2001). Several factors have been found to influence a person's memory, the most common being music, attention, emotion, stress, and aging.

Human memory has been described as a mental system involved with the reception, storage, modification, and recovery of information sourced from sensory input. There are three major types of human memory: sensory memory, short-term memory, and long-term memory. Information initially enters the sensory memory, which holds a replica of data for only a few seconds. It is then passed to the short-term memory, where only small quantities of information are retained for a slightly longer period. Selective attention is employed at this stage to regulate what information is transmitted onward. Information deemed unimportant is permanently erased (Coon 1997).

The Mechanisms of Human Memory

The short-term memory is also called the working memory and governs problem-solving and thinking. It is important for holding what psychologist George Miller referred to as a "magic number" of approximately seven units of information — bits such as words, phrases, and numbers.

It has been shown that music can aid individuals in recalling information more easily by reducing pulse rate and relaxing the body. It is easier to remember things when one is relaxed and has a slower pulse rate (Sherman 2007). Music has been shown to access certain parts and functions of the human brain, thereby facilitating a quicker learning process. Other studies have indicated that reduced pulse rate and lowered blood pressure are among the body's responses to classical music (O'Donnell 1999).

Information held in short-term memory is retained through two main forms of rehearsal: maintenance rehearsal and elaborative rehearsal. Maintenance rehearsal involves the silent repetition or review of information, while elaborative rehearsal involves connecting new information with existing knowledge.

Several areas of the brain are involved in the processing of information. The hippocampus, however, is the region responsible for transferring information to the long-term memory — the memory type that contains all important information stored in what is effectively a limitless capacity.

Music has been shown to have a remarkable influence on human emotions and behavior. It affects and stimulates various parts of the brain, which forms the basis of the psychological study of music. Research indicates that music can effectively reduce stress, improve relaxation, and aid in the storage and recall of information. Music reduces stress in part by lowering the amount of cortisol — a stress hormone — that the body releases, making it applicable to everyday stress reduction.

Influence of Music on Emotions and Behavior

Music therapy has been identified as a powerful form of intervention that employs music and musical activities to alter behavior and enhance the daily lives of individuals who suffer from certain emotional disturbances. Historical evidence suggests that people have used music therapeutically for centuries. Egyptian priests reportedly used incantations to influence the fertility of women, and the ancient Greeks used harp music to ease the suffering of people with mental illness (Shapiro 1969).

Nursing homes have also been documented to employ music therapy to treat depression and other illnesses. Music therapy has been shown to help depressed and grieving individuals in care facilities, effectively relieving grief and improving emotional well-being (Shapiro 1969). Therapists have also used music therapy in treating patients with Alzheimer's disease and dementia, given that music helps improve human memory through the release of beneficial hormones.

An experiment conducted by Carruth in 1997 explored the effects of music on face-name recognition in nursing home residents with Alzheimer's disease. The study found that music significantly improved face-name recognition in the patients (Carruth 1997). A study conducted at the University of California similarly found that memory test scores of Alzheimer's patients improved after listening to Mozart, with patients able to recall shapes and patterns more accurately following the listening sessions.

Several scholars have agreed that integrating music into mainstream classroom settings is highly beneficial to students' learning. The inclusion of music and the arts in academic curricula is seen as a tool for helping students connect with content. Music sets the tone for class sessions and stimulates the brain for enhanced intake of academic material. Researcher David James made notable efforts to incorporate music into his classroom practice. His technique involved three distinct steps:

Music and Education

Music Before Class, Music Behind Small Groups, and Music After Class (James 2004).

James (2004) argued that the inclusion of music makes the classroom environment unique and sets a favorable tone for learning, putting students at ease. He further claimed that the greatest benefit of using music in the classroom lies in its capacity to foster "dialogue, discovery, interaction, and engagement" while eliminating awkward silences during classroom assignments. His method employed background music throughout the learning process.

The work of Donald Frantz took a different approach, using music in direct correlation with the academic material being covered. His method involved connecting elements of literature with elements of music, creating cross-disciplinary associations that reinforced comprehension and retention.