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Experimental hypothesis:
There will be a positive effect on participants who listen to music participants whilst taking a hazard
perception test compared to those who do not listen to music.
Null hypothesis:
There will be no difference in scores when taking a hazard perception test whilst listening to music
any recorded changes will be due to chance.
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The Experiment aims to investigate effect of musical activity on cognitive functioning in the brain.
During normal driving most people listen to music via radios or CDs therefore I wanted to investigate
how the music affect can be applied to driving ability.
Biological research via brain research demonstrates that synapses grow stronger with use and become
weaker if they are not used.
Brain scans taken during musical performances show that virtually the entire cerebral cortex (central
processing area of the brain) is active while musicians are performing. Almost every system of the
brain is at work simultaneously during a music performance, and brain cells are rapidly sending
messages. The "workout" that the brain experiences during a musical performance strengthens the
connections between brain cells, allowing the brain to function more efficiently.5 therefore this
indicated people who drive while listening to music have advanced connections between brain cells
leading to better cognitive processing.
Much research has been carried out into the effect of music ability on cognitive functioning and
varied results have occurred Some studies have shown that music can enhance cognitive abilities Hall
(1952) found that performance on reading comprehension tests was significantly improved when
background music was playing. 58% of the 245 8th and 9th graders taking part in the study showed an
increase in scores on the Nelson Silent Reading Tests 2 however Fogelson found contradictory
evidence when he studied the effects of popular instrumental music to eighth graders that were
classified as bright and non-bright students. The results of her study showed that the control group
with no music outperformed the experimental groups. 3
The results from this investigation has practical applications, if cognitive ability, leading to memory
is enhanced people can make more advanced decisions and have better reaction times, this could lead
to the prevention of car accidents. This is why I have decided to conduct my study.
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Methodology
Participants:
20 Sixth form students from Manshead Upper School typically aging between 17-19, with equal
gender were used.
The sampling method used for this study was opportunity sampling. Participants were selected on the
basis of availability during the school day. This method was used because it was an economical way
to generate a large sample within the time constraints.
Participants were involved in the study aged 17-19 and were from a wide range of socio-economic
and ethnic backgrounds.
Experimental Design:
Independent Measures
This design was used as it removes practice and order effects it also prevents using different tasks i.e.
in both conditions participants undertook the same hazard perception test.
Apparatus:
The Official DSA Complete Theory Test Kit 2013 Edition (DVD-ROM and DVD) 7
Computer
Mouse
Headphones
YouTube loaded with Mozarts Requiem5
Operationalized Variables:
Independent Variable: Whether or not participants listened to music
Dependant Variable: Hazard perception scores
Risk Assessment:
Participants were protected from harm via using non harmful techniques i.e. watching a hazard
perception tape this can be much less harmful than taking a driving test.
Although participants could be potentially harmed via a traumatic experience whilst on the hazard
perception test, therefore a thorough debrief was undertaken and also participants were offered to
attend an hour long session explaining aims of the study and more about the effect of music on
cognitive ability.
I also considered informed consent via using a scripted brief containing information regarding consent
to the study and also about what the study entails; this brief was read aloud to the participants before
being signed by them.
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Group 1
Group 2
Scores
45
42
39
37
Group 1
Group 2
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Scores
55
57
48
51
Procedure:
1.) 20 Participants were acquired using opportunistic sampling they were 6 th Form students aged
between 17-19
2.) The Participants were given an informed consent form to fill out and were fully briefed
participants in Group 1 are used as a control group whereas Group 2 will be the experimental
group
4.) The participants were lead into an empty classroom one by one where the mock hazard
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Results
JANUARY 2014
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Data Analysis:
The results found indicate there is more than a 5% probability that the results occurred due to chance,
and less than a 95% chance that the results are significantly different. This agrees with the Null
hypothesis: There will be no difference in scores when taking a hazard perception test whilst listening
to music any recorded changes will be due to chance.
Biological Principles:
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(11)
The reason I have studied these two parts of the brain is because the music played will be directly involved with the
temporal lobe and will be processed, the frontal lobe which is responsible with forming association will link music with
cognitive abilities. If an association is made between music then the frontal lobe should be more active and neurones
should be more sensitive which will send information to the body to carry out efficient movements and hopefully help out
whilst driving, as quick reactions while driving are essential as accidents are always prone and accurate decisions have to
be made when stopping or speeding up, if music can help then this piece of research could pose high practical
applications.
Evaluation:
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The purpose of my study was to investigate the effect between music and cognitive ability for which
at 5% significance level showed there will be no difference in scores when taking a hazard perception
test whilst listening to music any recorded changes will be due to chance.
There are many limitations to my research, the main problem is that the investigation was carried out
by 16-19 year olds only; this was done as it was the quickest and easiest way. This prevents me from
generalising conclusions regarding cognitive abilities and music as the memory of students is different
compared to adults, this has been proven via much research conducted 10
Further problems with the study could be practice effect I did not take into account that people aged
16-19 would either have revised for a hazard perception test or already passed, this is a serious
extraneous variable and if I was to carry out my study again I would have to choose a different sample
of varied ages.
The study carried out has contradictory evidence to Hall 1952 2 and Fogelson 1 as no significant
difference was found between cognitive ability and music, neither positive nor negative. However
studies by Fogelson and Hall were used with 8th and 9th graders whose brain were not as developed as
young adults used in my study age could be a significant factor when measuring connections between
cognitive skills and music.
The main problem with my study is I could not actually see brain functioning whilst my study was
being carried out for practical purposes, therefore the temporal lobe and frontal lobe may have been
more active when the music was played. The only way to test this would be to carry out a F-MRI scan
whilst taking part in the study, this would show genuine movement in the brain and would allow me to
correctly identify whether the music played had a significant difference.
A further problem Identified is that I only used Mozart as my type of music this is a variant of
classical music and is not listened to by many teens, therefore may not have helped boost the
associations formation via the frontal lobe, if I was to carry out my study again I would have to
choose a large variety of music.
Communicating
70
60
50
Hazard Perception
Score
40
30
Hazard Perception
Score
20
10
0
1
Group 1
10
This graph although showing higher results in most of the experimental groups has outliers where 4
people in the control group have higher scores than the experimental group therefore generalised
conclusions were not able to make
Group
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Hazard Perception
Score
40
30
Hazard Perception
Score
20
10
0
1
10
This graph although showing higher results in most of the experimental groups has outliers where 3
people in the control group have higher scores than the experimental group therefore generalised
conclusions were not able to make
Group 1
Group 2
Appendices:
Where n1 is the sample size for sample 1, and R1 is the sum of the ranks in sample 1.
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Knowing that R1 + R2 = N(N + 1)/2 and N = n1 + n2 , and doing some algebra, I found that the
sum is
Mean Calculations:
The mean is the average of the numbers.
To calculate I had to add up all the ranks, then divide by how many numbers there were, which there
was 10 in each group
Statistical Results:
JULY 2013
JANUARY 2014
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Procedure:
If you agree to be in this study, you will be asked to do the following:
Carry out a Hazard Perception test while potentially listening to Mozart
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Statement of Consent:
I have read the above information and fully understand the conditions. I have asked any
questions I had regarding the experimental procedure and they have been answered to
my satisfaction. I consent to participate in this study.
Name of Participant_________________________________________Date: __________
Bibliography:
Lucy L. M. Patston and Lynette J. Tippett. The Effect of Background Music on Cognitive Performance
in Musicians and Nonmusicians. Music Perception: An Interdisciplinary Journal Vol. 29, No. 2, Music
Training and Nonmusical Abilities (December 2011), pp. 173-183
Graham Hole Research Skills Mann-Whitney test handout version 1.0. Page 1
The Official DSA Complete Theory Test Kit - 2013 (PC/Mac) which can bought from amazon on
http://www.amazon.co.uk/The-Official-Complete-Theory-Test/dp/0115532609/ref=sr_1_1?
ie=UTF8&qid=1393247995&sr=8-1&keywords=dsa+theory+test+2014+dvd last accessed 20 July
2013
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Evaluation of Sources:
Source (8) is an A-level Biology textbook, published by Nelson publishers in collaboration with the
University of York. Having been published for A-Level learning, it has been carefully examined and
checked repeatedly by professionals so it is as accurate as possible. Also, the fact that this book is
linked with the University of York, a reputable university that runs degree courses for people, further
enhances its reliability as a source. However, the textbook is designed for 16-19 year olds which may
mean that the information has been simplified to make it easier to understand and this may have
compromised the accuracy, having said this, I have depended on this book mostly for background
information such as the structure of the brain and functions of the different parts.
Most sources used (1, 2, 3, 5 and 10) have been from Scholarly, academic and peer reviewed refereed
journals which have been published by a university press or academic association.
The intended audience is professionals, researchers, or students in the discipline; and the language is
often technical, requiring prior knowledge of the field.
These sources can be classed as valid and reliable as they have undergone a thorough peer review
before being published many researchers have thoroughly scrutinized all work making sure that there
are no errors or results have not been falsified.
Source 9 was a mathematics book focusing on statistics this was produced in 1996 by Roger Fentom
who has a PHD in Mathematics and Statistics therefore he has gone through an established degree and
is an expert in the field of stats and I can trust his method of calculating out my Maan Whitney U test,
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