Date of Award

5-2024

Degree Type

Thesis

Degree Name

Honors Thesis

Department

Communications

First Advisor

Tonya Bergeson

Second Advisor

Sofia Souto

Abstract

The present study investigates the impact of music listening and singing on sustained attention in typically developing school-aged children. Participants (N=12) were randomly assigned to one of three conditions: music listening, singing, or paced speech, during which they focused on a predetermined keyword presented in two musical pieces. In the listening condition, participants raised their hands when they heard or said the keyword. In the paced speech and singing conditions, the children omitted only that target word while speaking or singing the other lyrics. We measured baseline inhibition and executive functioning (Stroop Color Word test) and attention (Sustained Attention Response Task) before and after completing the two songs. Additionally, a mood survey was administered to both children and parents at the beginning and end of the study. Results indicated no significant difference in executive functioning and attention pre- to post-test difference scores across the music-singing, paced-speech, and listening conditions (all ps > .05). However, the survey revealed improved mood among children following the music-singing task (parent ratings, p = .026; child ratings, p = .073), despite reporting increased fatigue. In sum, the three song tasks did not differentially affect executive functioning and attention but did improve mood, suggesting that music can mediate cognitive effort associated with such tests. In the future, music should be used for children with executive functioning issues, such as children who stutter, and who could benefit from enjoyable cognitive interventions.

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