Eficacia de la escucha musical en el rendimiento matemático

  1. José Fernando Fernández Company
  2. Jesús María Alvarado Izquierdo
  3. María García Rodríguez
  4. Iván Chamorro Cantero 1
  1. 1 Colegio Villalkor
Revista:
Revista Electrónica Complutense de Investigación en Educación Musical

ISSN: 1698-7454

Año de publicación: 2023

Volumen: 20

Páginas: 129-154

Tipo: Artículo

DOI: 10.5209/RECIEM.80541 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Electrónica Complutense de Investigación en Educación Musical

Objetivos de desarrollo sostenible

Resumen

Si bien numerosos estudios han mostrado que la música de fondo mejora el rendimiento académico de adolescentes, pocos han contrastado resultados a partir de sus preferencias musicales o de composiciones de Mozart. Participaron en el estudio 185 adolescentes pertenecientes a los cursos de 1º a 4º de Educación Secundaria Obligatoria con edades comprendidas entre 12 y 17 años (M = 13,63; DE = 1,26) de las cuales el 52,4% eran chicas. El objetivo principal de este estudio fue el de conocer qué estilos de música tienen un efecto más beneficioso sobre el rendimiento matemático en una muestra de alumnado adolescente. Se realizó una asignación aleatoria de los grupos a una de dos condiciones: escuchar su preferencia musical o composiciones de Mozart mientras desarrollaban una prueba matemática. Los resultados muestran que los chicos obtienen significativamente mejores resultados en matemáticas que las chicas. Asimismo, se aprecia una disminución en el tiempo de ejecución de tareas matemáticas y que los estudiantes con rendimiento más bajo obtienen mayor beneficio con música. Igualmente, en el grupo que escuchó su preferencia musical se produjo una mayor mejora en las chicas y en cambio, en el que escuchó música de Mozart esta se manifestó en los chicos. Se considera que la optimización de los niveles de excitación ha mejorado el enfoque atencional, lo que a su vez ha incrementado la velocidad de procesamiento haciendo que aumentara la eficiencia para seleccionar información y encontrar respuestas más acertadas, redundando, de este modo, en el rendimiento matemático. Asimismo, se presta especial atención a que la escucha de música durante el desempeño de tareas matemáticas ha ayudado en mayor medida al alumnado con un pobre rendimiento matemático. A través de este artículo se manifiesta, debido a su importancia, una posición en pro de un mayor reconocimiento y presencia musical a nivel curricular en Educación Secundaria Obligatoria.

Referencias bibliográficas

  • Bahr, N., & Christensen, C.A. (2000). Inter-domain transfer between mathemetical skills and musicianship. Journal of Structural Learning & Intelligent Systems, 14(3), 187-197.
  • Blasco-Magraner, J.S., Bernabe-Valero, G., Marín-Liébana, P., & Moret-Tatay, C. (2021). Effects of the Educational Use of Music on 3- to 12-Year-Old Children’s Emotional Development: A Systematic Review. International Journal of Environmental Research and Public Health, 18(7), 3668. https://doi.org/10.3390/ijerph18073668
  • Brydevall, M., Bennett, D., Murawski, C., & Bode, S. (2018). The neural encoding of information prediction errors during non-instrumental information seeking. Scientific Reports, 8(1), 6134. https://doi.org/10.1038/s41598-018-24566-x
  • Buehner, M., Stefan Krumm, S., Ziegler, M., & Pluecken, T. (2006). Cognitive Abilities and Their Interplay. Reasoning, Crystallized Intelligence, Working Memory Components, and Sustained Attention. Journal of Individual Differences, 27, 57-72. https://doi.org/10.1027/1614-0001.27.2.57
  • Cabanac, A., Perlovsky, L., Bonniot-Cabanac, M.C., & Cabanac, M. (2013). Music and academic performance. Behavioural Brain Research, 256, 257-260. https://doi.org/10.1016/j.bbr.2013.08.023
  • Caviola, S., Carey, E., Mammarella, I.C., & Szucs, D. (2017). Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature. Frontiers in Psychology, 8, 1488. https://doi.org/10.3389/fpsyg.2017.01488
  • Ceci, S.J., Williams, W.M., & Barnett, S.M. (2009). Women’s underrepresentation in science: sociocultural and biological considerations. Psychological Bulletin, 135(2), 218-261. https://doi.org/10.1037/a0014412
  • Cheung, V., Harrison, P., Meyer, L., Pearce, M.T., Haynes, J.D., & Koelsch, S. (2019). Uncertainty and Surprise Jointly Predict Musical Pleasure and Amygdala, Hippocampus, and Auditory Cortex Activity. Current Biology, 29(23), 4084-4092.e4. https://doi.org/10.1016/j.cub.2019.09.067
  • Črnčec, R., Wilson, S.J., & Prior, M. (2006) The Cognitive and Academic Benefits of Music to Children: Facts and fiction. Educational Psychology, 26(4), 579-594. https://doi.org/10.1080/01443410500342542
  • Dobbs, S., Furnham, A., & McClelland, A. (2011), The effect of background music and noise on the cognitive test performance of introverts and extraverts. Applied Cognitive Psychology, 25, 307-313. https://doi.org/10.1002/acp.1692
  • Floyd, R.G., Evans, J.J., & McGrew, K.S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psycholoy in the Schools, 40(2), 155-171. https://doi.org/10.1002/pits.10083
  • Furnham, A., & Bradley, A. (1997). Music while you work: the differential distraction of background music on the cognitive test performance of introverts and extraverts. Applied Cognitive Psychology, 11, 445-455. https://doi.org/10.1002/(SICI)1099-0720(199710)11:5<445::AID-ACP472>3. 0.CO; 2-R
  • Furnham, A., & Strbac, L. (2002). Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics, 45(3), 203-217. https://doi.org/10.1080/00140130210121932
  • Gabrielsson, A. (2001). Emotions in strong experiences with music. En P.N. Juslin y J.A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 431-449). Oxford University Press.
  • Gabrielsson, A., & Lindström, E. (2001). The influence of musical structure on emotional expression. En P.N. Juslin y J.A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 223–248). Oxford University Press
  • Gagnon, L. y Peretz, I. (2003). Mode and tempo relative contributions to “happy-sad” judgements in equitone melodies. Cognition and Emotion, 17(1), 25-40. https://doi.org/10.1080/02699930302279
  • García-Rodríguez, M., Fernández-Company, J.F., Alvarado, J.M., Jiménez, V., & Ivanova-Iotova, A. (2021a). Pleasure in music and its relationship with social anhedonia (Placer por la música y su relación con la anhedonia social). Studies in Psychology, 42(1), 158-183. https://doi.org/10.1080/02109395.2020.1857632
  • García-Rodríguez, M., Jiménez, V., Ivanova, A., Fernández-Company, J.F., & Alvarado, J.M. (2021b). Academic performance in relation to emotional intelligence: emotional perception and musical sensitivity. INTED2021 Proceedings, 2075-2082. https://doi.org/10.21125/inted.2021.0454
  • Garrido, S., Stevens, C.J., Chang, E., Dunne, L., & Perz, J. (2019). Musical Features and Affective Responses to Personalized Playlists in People with Probable Dementia. American Journal of Alzheimer’s Disease & Other Dementias, 247-253. https://doi.org/10.1177/1533317518808011
  • Gridley, M.C. (2006). Cognitive styles partly explain gender disparity in engineering: Comment. American Psychologist, 61(7), 724-725. https://doi.org/10.1037/0003-066X.61.7.72
  • Hallam, S., & Price, J. (1998). Research Section: Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? British Journal of Special Education, 25, 88-91. https://doi.org/10.1111/1467-8527.t01-1-00063
  • Hallam, S., Price, J., & Katsarou, G. (2002) The Effects of Background Music on Primary School Pupils ‘Task Performance. Educational Studies, 28(2), 111-122 https://doi.org/10.1080/03055690220124551
  • Hernando, A., Oliva, A., & Pertegal, M.Á. (2012), Family variables and academic achievement in adolescence. Studies in Psychology, 33(1), 51-65. https://doi.org/10.1174/021093912799803791
  • Ho, C., Mason, O., & Spence, C. (2007). An investigation into the temporal dimension of the Mozart effect: evidence from the attentional blink task. Acta Psychologica, 125(1), 117-128. https://doi.org/10.1016/j.actpsy.2006.07.006
  • Hudson, N.J. (2011). Musical beauty and information compression: Complex to the ear but simple to the mind? BMC Research Notes 4(9). https://doi.org/10.1186/1756-0500-4-9
  • Huron, D. (2008). Sweet Anticipation: Music and the Psychology of Expectation. The MIT Press.
  • Huron, D. (2019). Musical Aesthetics: Uncertainty and Surprise Enhance Our Enjoyment of Music. Current biology. 29(23), 1238-1240. https://doi.org/10.1016/j.cub.2019.10.021
  • Husain, G., Thompson, W.F., & Schellenberg, E.G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20(2), 151-171. https://doi.org/10.1525/mp.2002.20.2.151
  • Hyde J.S. (2005). The gender similarities hypothesis. The American Psychologist, 60(6), 581-592. https://doi.org/10.1037/0003-066X.60.6.581
  • Jausovec, N., Jausovec, K, & Gerlic, I. (2006). The influence of Mozart’s music on brain activity in the process of learning. Clinical neurophysiology: Official Journal of the International Federation of Clinical Neurophysiology, 117(12), 2703-2714. https://doi.org/10.1016/j.clinph.2006.08.010
  • Kail R. (1991). Development of processing speed in childhood and adolescence. Advances in Child Development and Behavior, 23, 151-185 https://doi.org/10.1016/s0065-2407(08)60025-7
  • Kail, R.V., Lervag, A., & Hulme, C. (2015). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science, 19(6), 1067-1074. https://doi.org/10.1111/desc.12352
  • Kashyap, R. (2020). The Universal Language: Mathematics or Music? Journal for Multicultural Education, 14(3). http://dx.doi.org/10.2139/ssrn.3069685
  • Kiuru, N., Nurmi, J.E., Aunola, K., & Salmela-Aro, K. (2009). Peer group homogeneity in adolescents’ school adjustment varies according to peer group type and gender. International Journal of Behavioral Development, 33(1), 65-76. https://doi.org/10.1177/0165025408098014
  • Kuribayashi, R., & Nittono, H. (2015). Speeding up the tempo of background sounds accelerates the pace of behavior. Psychology of Music, 43(6), 808-817. https://doi.org/10.1177/0305735614543216
  • Lin, L. C., Ouyang, C. S., Chiang, C. T., Wu, R. C., Wu, H. C., & Yang, R. C. (2014). Listening to Mozart K.448 decreases electroencephalography oscillatory power associated with an increase in sympathetic tone in adults: a post-intervention study. JRSM Open, 5(10), 2054270414551657. https://doi.org/10.1177/2054270414551657
  • Liu, Y., Liu, G., Wei, D., Li, Q., Yuan, G., Wu, S., Wang, G., & Zhao, X. (2018). Effects of Musical Tempo on Musicians’ and Non-musicians’ Emotional Experience When Listening to Music. Frontiers in Psychology. 9, 2118. https://doi.org/10.3389/fpsyg.2018.02118
  • Manca, M.L., Bonanni, E., Maestri, M., Costabile, L., Prinari, F.A., Georgiev, V., & Siciliano, G. (2020). Mozart’s music between predictability and surprise: results of an experimental research based on electroencephalography, entropy and Hurst exponent. Activitas Nervosa Superior Rediviva, 62(3-4), 106-114.
  • Mehr, S.A., Schachner, A., Katz, R.C., & Spelke, E.S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLoS ONE, 8. https://doi.org/10.1371/journal.pone.0082007
  • Meyer, J., Oguz, P.G., & Moore, K.S. (2020). Superior fluid cognition in trained musicians. Psychology of Music, 48(3), 434-447 https://doi.org/10.1177/0305735618808089
  • Moreno, S., Bialystok, E., Barac, R., Schellenberg, E.G., Cepeda, N.J. y Chau, T. (2011). Short-Term Music Training Enhances Verbal Intelligence and Executive Function. Psychological Science, 22(11), 1425-1433. https://doi.org/10.1177/0956797611416999
  • Newman, J., Rosenbach, J.H., Burns, K.L., Latimer, B.C., Matocha, H.R., & Vogt, E.R. (1995). An experimental test of “the mozart effect”: does listening to his music improve spatial ability? Perceptual and Motor Skills, 81(3 Pt 2), 1379-1387. https://doi.org/10.2466/pms.1995.81.3f.1379
  • Paloș, R., Maricuţoiu, L.P., & Costea, J. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199-204. https://doi.org/10.1016/j.stueduc.2019.01.005
  • Pauwels, E.K., Volterrani, D., Mariani, G., & Kostkiewics, M. (2014). Mozart, music and medicine. Medical Principles and Practice, 23(5), 403-412. https://doi.org/10.1159/000364873
  • Peretz, I. (2001). Listen to the brain: A biological perspective on musical emotions. En P.N. Juslin y J. A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 105-134). Oxford University Press.
  • Perham, N., & Sykora, M. (2012). Disliked music can be better for performance than liked music. Applied Cognitive Psychology, 26, 550-555. https://doi.org/10.1002/acp.2826
  • Perham, N., & Vizard, J. (2011). Can preference for background music mediate the irrelevant sound effect? Applied Cognitive Psychology, 25, 625-631. https://doi.org/10.1002/acp.1731
  • Perlovsky, L., Cabanac, A., Bonniot-Cabanac, M.C., & Cabanac, M. (2013). Mozart effect, cognitive dissonance, and the pleasure of music. Behavioural Brain Research, 244, 9-14. https://doi.org/10.1016/j.bbr.2013.01.036
  • Radocy, R.E. (1982). Preference for classical music: A test for the hedgehog. Psychology of Music, Spec Issue, 91-95.
  • Ramírez, G., Chang, H., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem-solving strategies. Journal of Experimental Child Psychology, 141, 83-100. https://doi.org/10.1016/j.jecp.2015.07.014
  • Rauscher, F., Shaw, G., & Ky, C. (1993). Music and spatial task performance. Nature, 365, 611. https://doi.org/10.1038/365611a0
  • Rickard, N.S., Bambrick, C.J., & A. Gill, A. (2012). Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10-13-year-old students. International Journal of Music Education, 30, 57-78. https://doi.org/10.1177/0255761411431399
  • Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. Frontiers in Psychology, 10, 3050. https://doi.org/10.3389/fpsyg.2019.03050
  • Salimpoor, V.N., Benovoy, M., Larcher, K., Dagher, A., & Zatorre, R.J. (2011). Anatomically distinct dopamine release during anticipation and experience of peak emotion to music. Nature Neuroscience, 14(2), 257-262. https://doi.org/10.1038/nn.2726
  • Schäfer, T., Sedlmeier, P., Städtler, C., & Huron, D. (2013). The psychological functions of music listening. Frontiers in Psychology, 4, 511. https://doi.org/10.3389/fpsyg.2013.00511
  • Schellenberg, E.G., & Hallam, S. (2005). Music Listening and Cognitive Abilities in 10- and 11-Year-Olds: The Blur Effect. Annals of the New York Academy of Sciences, 1060, 202-209. https://doi.org/10.1196/annals.1360.013
  • Schmidhuber, J. (2008). Driven by compression progress: A simple principle explains essential aspects of subjective beauty, novelty, surprise, interestingness, attention, curiosity, creativity, art, science, music, jokes. En Workshop on anticipatory behavior in adaptive learning systems (pp. 48-76). Springer.
  • Schrank, F.A., & Wendling, B. (2018). Woodcock Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement. En D.P. Flanagan y E.M. McDonough (Eds.), Contemporary Intellectual Assesment: Theories, Tests, and Issues (pp. 383-452). Guilford Press.
  • Shea, T.B., & Remington, R. (2018). Spontaneous Neuronal Signaling is Inherently Musical and Mathematical: Insight into the Universal Human Affinity for Music. The Open Neurology Journal, 12, 64-68. https://doi.org/10.2174 / 1874205X01812010064
  • Sloboda, J.A., & Juslin, P.N. (2001). Psychological perspectives on music and emotion. En P.N. Juslin y J.A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 71-104). Oxford University Press.
  • Steele, K.M., dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L.A., Humphrey, G.K., Shannon, R.A., Kirby, J.L. Jr., & Olmstead, C.G. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400(6747), 827-828. https://doi.org/10.1038/23611
  • Taub, G.E., Keith, T.Z., Floyd, R.G., & Mcgrew, K.S. (2008). Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187-198. https://doi.org/10.1037/1045-3830.23.2.187
  • Thompson, W.F., Schellenberg, E.G., & Husain, G. (2001). Arousal, Mood, and The Mozart Effect. Psychological Science, 12(3), 248-251. https://doi.org/10.1111/1467-9280.00345
  • Verrusio, W., Ettorre, E., Vicenzini, E., Vanacore, N., Cacciafesta, M., & Mecarelli, O. (2015). The Mozart Effect: A quantitative EEG study. Consciousness and Cognition, 35, 150-155. https://doi.org/10.1016/j.concog.2015.05.005
  • Vuilleumier, P., & Trost, W. (2015). Music and emotions: from enchantment to entrainment. Annals of the New York Academy of Sciences, 1337, 212-222. https://doi.org/10.1111/nyas.12676
  • Wollenberg, S. (2006). Music and mathematics: An overview. En J. Fauvel, R. Flood y R. Wilson (Eds.). Music and mathematics: From Pythagoras to fractals (pp. 1-9). Oxford University Press.
  • World Medical Association. (2001). World Medical Association Declaration of Helsinki. Ethical principles for medical research involving human subjects. Bulletin of the World Health Organization, 79(4), 373-374.