The effect of relaxation training and baroque music on resistance to distraction, speed and accuracy of performance on selective attention tasks by fifth/sixth grade students in the school setting

Abstract

Accelerated learning programs have made significant claims with respect to the gains that they achieve in learning. These gains are attributed to the components of these learning programs. In particular, reference is made to the effect of relaxation and music. Whereas relaxation appears in all of the major accelerated learning systems, music features in many of them.
The studies in this regard have tended to focus on establishing whether there is evidence of improvement in learning rather than on investigating the effect on the learning process. Although there is some speculation as to how music and relaxation may produce their effect, it does not seem to be guided by much research. The purpose of this quasi-experimental study is to investigate, within the school setting, the effect of baroque music and relaxation on the attentional factor of resistance to distraction and on the performance measures of speed and accuracy.
An ANCOVA design with the independent variables of music and relaxation was used in the classroom setting to evaluate the effect of these variables on resistance to distraction, accuracy and speed of performance as measured by scores acquired by subjects on three visual selective attention tasks tests. The subjects consisted of 38 male and 49 female primary school students with a mean age of 11 years 10 months
At significance levels from .001 to .05, the findings suggest that, within the classroom setting, baroque music can enhance resistance to distraction and speed of performance while maintaining accuracy. Although similar findings applied to relaxation, it was noted that effects were dependent on various factors including subject attributes and the task difficulty.

Date of Award	1997
Original language	English
Supervisor	Jerry OLSEN (Supervisor)