Facilitation and Interference by Background Music

Undergraduates performed a variety of standard cognitive tasks: spatial, numerical, and verbal reasoning and reading, either with no background music or with various types of music during performance. Performance on nonverbal tasks was facilitated by background music, especially for females. Slight interference appeared on the verbal tasks under some conditions for females. Processes possibly mediating these effects are discussed. Background music has become an almost ubiquitous aspect of contemporary living and, not surprisingly, a long history of research has examined the effects of such music. Early studies emphasized a variety of physiological responses to music, con trasting stimulating and soothing consequences of various types of music (Diserens & Fine, 1939; Gatewood, 1921; Kerr, 1944). More recently, researchers have considered the possible dele terious effects of music for a variety of cognitive tasks. The picture that emerges suggests that either facilitation or inter ference from music may occur depending upon the task in volved. Interference for reading comprehension has frequently been reported, particularly when the music is unfamiliar (Etaugh & Michaels, 1975; Etaugh & Ptasnik, 1982; Fogelson, 1973; Mulliken & Henk, 1985). Detrimental effects have also been reported for paired associate learning (Schrable, 1968) and Stroop interference tasks (Parents, 1976). For tasks with a less central verbal component, background music is apparently less disruptive. Wolfe (1983) reported no Leon Miller, Ph.D., is an Associate Professor of Psychology at the University of Illinois, Chicago, Illinois. Michael Schyb obtained a Masters of Health Science degree and is now self-employed.