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Your Brain on Music

Does listening to music help or hurt your concentration?

By Jennifer Barone & Dani Leviss
From the September 2022 Issue

Learning Objective: Students will summarize and evaluate an investigation about how music affects concentration.

Lexile: 680L; 780L
Guided Reading Level: R
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After school, you sit down to do homework. But first, you slip on headphones and turn on your favorite song. Does this describe you? Many people listen to music as they work. Some say it helps them focus. But what’s really happening in our brains when we press “play”?

You sit down to do homework after school. But you slip on headphones first. Then you turn on your favorite song. Does this sound like you? Many people listen to music as they work. Some say it helps them focus. But what’s really happening in our brains when we press “play”?

COURTESY OF MANUEL F GONZALEZ

Manuel Gonzalez is a psychologist at Seton Hall University in New Jersey who studies how people behave while working. He wondered how music affects our ability to complete activities that involve reading and memory. Do different types of music affect us differently? Does music make some tasks harder than others? Gonzalez and a colleague designed a study to find out. 

Manuel Gonzalez is a psychologist. He works at Seton Hall University in New Jersey. Gonzalez studies how people behave while working. He wondered about music. Does it affect activities that involve reading and memory? Do different types of music affect us differently? Does music make some tasks harder than others? Gonzalez and another scientist created a study to find out. 

Relaxing or Distracting?

Gonzalez asked 150 people to complete activities while listening to instrumental music, or music without singing. Some volunteers listened to music with two instruments. Others listened to more complex music with four instruments (see Mapping Music, below). A control group worked in silence.

“We had people work on two tasks—an easy one and a difficult one,” says Gonzalez. For the easy task, they crossed off words in a list with the letter A. For the harder one, people memorized pairs of words. Then they had to recall which words were paired together.

Gonzalez compared the performance of the groups. For the easier task, the group who listened to simple music performed about the same as the group who worked in silence. But the group who listened to complex music had a higher overall score. Why? The mind can wander during easy or boring activities. Complex music could help a person complete this work by keeping the brain just busy enough, says Gonzalez.

The harder test involving memory had different results. The group working in silence performed better than the two groups who listened to music. “For our challenging task, any music pulled people’s attention away,” says Gonzalez.

Gonzalez asked 150 people to do activities. Most of them worked while listening to music that had instruments but no singing. Of these people, some listened to music with two instruments. Others listened to more complex music that had four instruments (see Mapping Music, below). A control group worked in silence. 

“We had people work on two tasks, an easy one and a difficult one,” says Gonzalez. First, they crossed off words with the letter A in a list. That was the easy task. For the harder task, people viewed pairs of words. Then the people had to remember which words went together.

Gonzalez compared the groups. The group that worked in silence and while listening to simple music did about the same for the easy task. But the group that listened to complex music had a higher overall score. Why? The mind can wander during easy or boring activities. Complex music could keep the brain focused, says Gonzalez. 

The harder test involving memory had different results. The group working in silence did better than the two groups that listened to music. “For our challenging task, any music pulled people’s attention away,” says Gonzalez.

Fine-Tuning

Why did music affect people’s performance? According to Gonzalez, there’s a limit to how much the brain can focus on at once. “I think of the brain as like a bucket,” he says. Harder tasks fill up the bucket more than easy tasks do. Listening to music also adds to the bucket. “With too much going on, the bucket overflows and you lose concentration,” Gonzalez says.

Experiments can help scientists understand patterns in people’s responses to music. But they can’t reveal how music affects an individual—like you. Some music could help you focus on an easy project. “But if you’re working on something that requires a lot of thought, you may be better off without it,” says Gonzalez.

Why did music affect people’s performance? Gonzalez says there’s a limit to how much the brain can focus on at once. “I think of the brain as like a bucket,” he adds. Harder tasks fill up the bucket more than easy tasks do. Listening to music also adds to the bucket. “With too much going on, the bucket overflows and you lose concentration,” Gonzalez says.

Experiments can help scientists understand patterns in how people react to music. But they can’t reveal how music affects an individual, like you. Some music could help you focus on an easy project. “But if you’re working on something that requires a lot of thought, you may be better off without it,” says Gonzalez.

What does your class think?

Do you like to listen to music while you do homework?

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Activities (5)
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Answer Key (1)
Step-by-Step Lesson Plan

1. ENGAGE: Conduct and discuss a poll about studying while music plays.

  • Ask students the online poll question (available at the end of the online scrollable article): Do you like to listen to music while you do homework? Let them decide which answer best describes how often they do so: Always, Sometimes, Rarely, or Never. Then ask students: Are there some homework tasks you’re more likely to do while listening to music? Explain that a scientist asked similar questions and then investigated whether listening to music affected people’s concentration.

2. EXPLORE: Read and summarize a scientific investigation exploring how music affects concentration.

  • Read the article aloud. Pause after each section and paraphrase key information from the section. 
  • Distribute the Investigate It! answer sheet. Answer the first question as a class, then have students complete the skills sheet in small groups. Remind them to refer to the text as needed. Reconvene and discuss students’ answers. Tell them that now they will test out how music affects their concentration during a memory task.

3. EXPLAIN: Use a video to investigate how music affects concentration.

  • Distribute the bonus skills sheet, Conduct Your Own Investigation, or have students use a blank sheet of paper. Make sure they have pens or pencils. 
  • Explain that you are going to watch a video that will lead students through an experiment about whether music affects concentration, similar to the investigation they just read about. During the experiment, students will need to work completely on their own and carefully follow the directions. Remind students that this is not a test; getting answers wrong is part of the experiment. Ask: Could you trust an experiment where the scientist cared more about being right than about running a fair test and getting accurate results? (No!)
  • Watch the paired video “Your Brain on Music” to complete the investigation. Tally students’ data in a frequency table to find out how many word pairs were remembered without and with music. Ask what they notice about the data and how it compares with Manuel Gonzalez’s findings. Discuss possible reasons why their results were similar to or different from the study’s findings.

4. EXTEND: Evaluate statements to determine whether they are facts or opinions.

  • Distribute the Fact or Opinion? skills sheet. Examine the traits of facts and opinions. Complete the activity as a class or in pairs. If you want to give students a chance to move, you can read each statement aloud and have students stand up if they think it’s factual. Call on students to share their thinking. 

5. EVALUATE: Consolidate understanding of the article. 

  • Have students complete the article’s Quick Quiz. Discuss students’ responses.

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