English
 
User Manual Privacy Policy Disclaimer Contact us
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT
  Play along: Effects of music and social interaction on word learning

Verga, L., Bigand, E., & Kotz, S. A. (2015). Play along: Effects of music and social interaction on word learning. Frontiers in Psychology, 6: 1316. doi:10.3389/fpsyg.2015.01316.

Item is

Basic

show hide
Item Permalink: http://hdl.handle.net/11858/00-001M-0000-0028-F290-2 Version Permalink: http://hdl.handle.net/21.11116/0000-0003-784C-2
Genre: Journal Article

Files

show Files
hide Files
:
Verga_2015.pdf (Publisher version), 3MB
Name:
Verga_2015.pdf
Description:
-
Visibility:
Public
MIME-Type / Checksum:
application/pdf / [MD5]
Technical Metadata:
Copyright Date:
-
Copyright Info:
-
License:
-

Locators

show

Creators

show
hide
 Creators:
Verga, Laura1, 2, Author              
Bigand, Emmanuel3, Author
Kotz, Sonja A.1, 4, Author              
Affiliations:
1Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              
2Movement to Health Laboratory M2H - EuroMov, Université Montpellier, France, ou_persistent22              
3Department of Psychology, University of Burgundy, Dijon, France, ou_persistent22              
4School of Psychological Sciences, University of Manchester, United Kingdom, ou_persistent22              

Content

show
hide
Free keywords: Music; Social interaction; Word learning; Temporal coordination; Contextual learning
 Abstract: Learning new words is an increasingly common necessity in everyday life. External factors, among which music and social interaction are particularly debated, are claimed to facilitate this task. Due to their influence on the learner’s temporal behavior, these stimuli are able to drive the learner’s attention to the correct referent of new words at the correct point in time. However, do music and social interaction impact learning behavior in the same way? The current study aims to answer this question. Native German speakers (N = 80) were requested to learn new words (pseudo-words) during a contextual learning game. This learning task was performed alone with a computer or with a partner, with or without music. Results showed that music and social interaction had a different impact on the learner’s behavior: Participants tended to temporally coordinate their behavior more with a partner than with music, and in both cases more than with a computer. However, when both music and social interaction were present, this temporal coordination was hindered. These results suggest that while music and social interaction do influence participants’ learning behavior, they have a different impact. Moreover, impaired behavior when both music and a partner are present suggests that different mechanisms are employed to coordinate with the two types of stimuli. Whether one or the other approach is more efficient for word learning, however, is a question still requiring further investigation, as no differences were observed between conditions in a retrieval phase, which took place immediately after the learning session. This study contributes to the literature on word learning in adults by investigating two possible facilitating factors, and has important implications for situations such as music therapy, in which music and social interaction are present at the same time.

Details

show
hide
Language(s): eng - English
 Dates: 2015-02-252015-08-172015-09-01
 Publication Status: Published online
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Method: Peer
 Identifiers: DOI: 10.3389/fpsyg.2015.01316
PMID: 26388818
PMC: PMC4554937
Other: eCollection 2015
 Degree: -

Event

show

Legal Case

show

Project information

show

Source 1

show
hide
Title: Frontiers in Psychology
  Abbreviation : Front Psychol
Source Genre: Journal
 Creator(s):
Affiliations:
Publ. Info: Pully, Switzerland : Frontiers Research Foundation
Pages: - Volume / Issue: 6 Sequence Number: 1316 Start / End Page: - Identifier: ISSN: 1664-1078
CoNE: /journals/resource/1664-1078