Eye Movements and Reading Comprehension While Listening to Preferred and Non-Preferred Study Music

Autor/inn/en	Johansson, Roger; Holmqvist, Kenneth; Mossberg, Frans; Lindgren, Magnus
Titel	Eye Movements and Reading Comprehension While Listening to Preferred and Non-Preferred Study Music
Quelle	In: Psychology of Music, 40 (2012) 3, S.339-356 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7356
DOI	10.1177/0305735610387777
Schlagwörter	Reading Comprehension; Reading Habits; Music; Eye Movements; Short Term Memory; Reading Processes; Human Body; Universities; Reader Text Relationship; Measures (Individuals); Tests; Auditory Stimuli + Suchen Sie Ihr Suchwort? Leseverstehen; Reading habit; Lesegewohnheit; Musik; Augenbewegung; Kurzzeitgedächtnis; Leseprozess; Menschlicher Körper; University; Universität; Messdaten; Examination; Prüfung; Examen; Auditive Stimulation
Abstract	In the present study 24 university students read four different texts in four conditions: (1) while listening to music they preferred to listen to while studying; (2) while listening to music they did not prefer to listen to while studying; (3) while listening to a recording of noise from a cafe; and finally (4) in silence. After each text they took a reading-comprehension test. Eye movement data were recorded for all participants in all conditions. A main effect for the reading-comprehension scores revealed that the participants scored significantly lower after they had been listening to the non-preferred music while reading, compared with reading in silence. No significant effects were found between the other conditions. No significant differences between conditions were found for the traditional eye movement measures in reading (fixation duration, saccadic amplitude, regressions, and first-pass and second-pass reading time). It is suggested that this result is a consequence of participants not being aware that their reading processes are disrupted by a non-preferred musical background. They do not make the necessary changes to the processes involved in reading required to compensate for increased cognitive load. The results are discussed in relation to study/reading habits, extraversion, arousal and working memory capacity. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10