The Environmental Effects of Sound on Concentration on Memory Consolidation

The environmental effects of sound on concentration on memory consolidation.

Abstract

This study was conducted in order to observe the environmental effects of sound on concentration on memory consolidation. The study was conducted at the University of Cape Town (UCT). The 20 participants are male and female undergraduate students aged 18-23. The participants are from Cape Town and there are equal numbers of participants for each race. The experiment took place at UCT. The participants were split into two groups: one group performed the task under sound whilst the other did it with no sound. The results indicated that the group that completed the task in the environment with no sound scored a higher average than the other group in the sound environment. The limitations of this study would be that the experimental group is too small and is not representative of a whole population (of students).

Introduction

Research has shown that sound, particularly music can enhance cognitive processes as music can be seen as a means to relieve stress and anxiety (Cassileth, Vickers and Magill, 2003). This is because if the type of music playing is favourable or liked, it will then increase the arousal which increases performance (Schellenberg, 2008). However, other types of noise can be disruptive to those performing cognitive tasks (Banbury and Berry, 1998). In an experiment done by Banbury and Berry (1998), it closely investigated the memory for prose tasks by varying the time and type of sound. In addition, they examined whether the meaning of the sound (speech) or environmental sounds influenced the memory ability. The results showed that both sounds disrupted the memory ability of the participants.

In another study that was conducted, it looked at the effects of two types of sound on a memory task on adults. The sounds were a stream of different tones and verbal sounds which was presented during the memory exercise. The results showed that both the tones and verbal sounds were equally as disruptive to the participants as they produced similar results in both conditions (Jones and Macken, 1998).

According to Marsh, Hughes and Jones (2008), a study was conducted to show that auditory-semantic distraction is present during memory tests. Although speech was used as a sound, participants were not aware of the sound being actual speech; they were not focused on the meaning of the sound. This however, impacted their ability to concentrate therefore resulting in memory being disrupted. On the other hand, author Dr Bart Kosko (2006) supported the notion that noise is beneficial to aid concentration.

It is evident that sound is a factor that used in the studies. However, the above mentioned studies have only experimented with the effects of sound. This study was conducted in order to observe the environmental effects of sound on concentration on memory consolidation. This study focuses on the concentration of young adults (aged 18-23). Furthermore, this study was conducted twice: once in an environment with sound and once in an environment with no sound. The aim is to distinguish the difference in the results based on the environments.

Methods

Experimental design and Setting

This study is an experimental study as the independent variable is directly manipulated. It was conducted in order to observe the environmental effects (of sound) on concentration on memory consolidation in both males and females. The independent variable in the study is the noise/sound in the environments. This was varied by having a quiet environment and an environment with noise/sounds. This was manipulated by having the experiment occur in the same room twice: once in silence and the second time with noise in the form of a beeper or a bell going off regularly. The dependent variable is the level of concentration on memory consolidation. This was measured by doing a test where the participants recalled from their memory (a board showing different colours was shown to the participants for a short period of time and then they had to recall the colours shown on the board in order from their memory).  

Participants

The participants in the study were undergraduate students at the University of Cape Town. They were between the ages of 18-23. In this study, 20 students were randomly selected at upper campus (10 males and 10 females). The participants were split into two equal groups for the experiment. There were equal numbers of participants for each race (being white, coloured, black and other: for those who do not regard themselves as the three previously stated races). They were all from Cape Town (Western Cape).

Materials

A test was conducted for the participants to complete. This was completed after seeing the 10 different colours being presented on a white board (a new colour was presented after every five seconds until all 10 colours were displayed).  10 different colours of paper/cardboard were used to present the colours. Prestik was used to place the colour papers on the board. A stopwatch was also used to time the seconds (the five second intervals). A basic rating scale was used: if participants correctly recalled 7 colours or more (out 10), their memory will be considered good; if they recall between 4-6 correctly, their memory is average; if they correctly recall below 4, they will be considered having below average memory.

Procedure

The consenting participants were welcomed and then be placed into two groups (randomly with each group consisting of 5 males and 5 females). Each group was briefed regarding the experiment (reiterating what the consent form explains: the study’s purpose, procedures, potential benefits, potential risks to the participants; they may withdraw at any time without consequence and that their responses remain confidential). The experiment was done manipulating the sound. The first group participated in the noise/sound environment. First, 1 colour was shown. After 5 seconds, the bell/beeper went off and another colour appeared. This process repeated itself until all 10 colours were shown (after each 5 seconds a new colour appeared). Once all 10 colours were shown, they appeared for another 10 seconds with the bell/beeper still sounding every 5 seconds. After the last bell/beeper sound (at the end of the 10 seconds) all the colours were taken down. A piece of paper was then handed to each participant and they were given approximately 1 minute to write down the colours as they recalled it appearing. Their responses were individually collected and they were lastly debriefed on the experiment and received the contact details should they wish to enquire further about the experiment. This process was repeated for the second group participating in the quiet environment. However, a new colour just appeared after every 5 seconds without the bell/beeper going off. The results of both groups were analysed.