Muzyka jako kontekst zadania pamięciowego

Abstract

Three investigations concerning the influence of music on memory effects are described. In two of them the possibility of context-dependent memory was taken into account. The obtained results showed that in intentional learning in group conditions, music accompanying learning, neither baroque, nor popular modem one, did not lead to higher memory effects. But when learning occurred on a modem popular music background the context effect was observed. In individual unintentional learning conditions, baroque music as the background of learning appeared to be beneficial for explicit and implicit memory. The results are discussed in terms of the likely mechanisms of the influence of music accompanying learning on memory effects.