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FASTER MEANS BETTER? Three Studies of Musical Tempo

FASTER MEANS BETTER? Three Studies of Musical Tempo. Jeffrey M. Miller Blaine Peden, PhD. Lee Anna Rasar, MMEd. Mickey Crothers, PhD. University of Wisconsin – Eau Claire. DOES MUSIC INCREASE PRODUCTIVITY?. Yes

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FASTER MEANS BETTER? Three Studies of Musical Tempo

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  1. FASTER MEANS BETTER?Three Studies of Musical Tempo Jeffrey M. Miller Blaine Peden, PhD. Lee Anna Rasar, MMEd. Mickey Crothers, PhD. University of Wisconsin – Eau Claire

  2. DOES MUSIC INCREASE PRODUCTIVITY? Yes Kerr 1945 paper snappers Uhrbrock 1961 naval capacitors, quartz crystal, radio tubes Oldham, et al 1996 data entry 5% - 14% No Smith 1961 typing skills Newman et al 1966 skateboard production Wentworth 1991 tasks by clients with MR Blood & Ferris 1993 conversation Lesiuk 2000 computer programming

  3. Why may the results be inconsistent? Lack of statistical analysis in some studies Corporative motives Low sample sizes Subjective labels to categorize mood • Failure to manipulate tempo

  4. STUDIES MANIPULATING TEMPO Martin 1990 no significant differences in slow, medium, or fast tempo for simple or complex task Gunsch 1991 rock music improves math scores more than instrumental or no music

  5. Experiment #1Effects of Tempo on Typing Test Measures of Speed and Accuracy Jeffrey M. Miller Lee Anna Rasar, MMEd. Mickey Crothers, PhD. Funded by the McNair Program July – August, 2000

  6. 3 X 4 Mixed Design Between Subjects: 3 Groups Within Subjects: 4 Rounds #1: Practice - Slow – Medium – Fast (n=16) #2: Practice - Fast – Medium – Slow (n=17) #3: No music during any round (n=16) Dependent Variable 1: Typing Speed Dependent Variable 2: Typing Accuracy

  7. Typing Speed Source p partial n2 Between Groups <.05 .14 Within Rounds <.001 .02 Groups x Rounds n.s. ----

  8. Gross CPM by Group & Round SlowMedFast Group FastMedSlow Gross CPM Practice Gross CPM Round 1 NoMusic Gross CPM Round 2 Gross CPM Round 3 0 50 100 150 200 250 300 Gross Characters per Minute

  9. Conclusions Music may distract from productivity regardless of aesthetic enjoyment.

  10. What if the tempo changes within the piece of music?? Was music distracting because the typing test was complex??? Let’s try a math test!

  11. Experiment #2:Tempo Direction and Text ConsistencyImplications for Test-Taking Jeffrey M. Miller Blaine Peden, Ph.D. Course Requirement August, 2000

  12. 2 X 2 Factorial Design Between Subjects Variable 1:Tempo Acceleration or Tempo Deceleration Between Subjects Variable 2: Consistent Font or Inconsistent Font Dependent Variable 1: Math Problems Completed Dependent Variable 2: Math Accuracy

  13. Math Problems Completed Source p partial n2 Tempo <.001 .42 Font =.06 .09 Tempo x Font =.07 .08

  14. Math Problems Correctly Solved Source p partial n2 Tempo <.001 .34 Font n.s. ---- Tempo x Font n.s. ----

  15. Conclusion Accelerating tempos promote higher rates of math completion and accuracy. Alternatively,The accelerating tempo was less readily perceived, and, hence, less distracting

  16. What if some math problems are simple and some are complex? What if the tempo changes between groups? What if we use music by a different composer?

  17. Experiment #3:Complexity and Range of Modulation: Factors in Tempo Perception Jeffrey M. Miller Blaine Peden, Ph.D. Funded by University of Wisconsin – Eau Claire February, 2001

  18. 3 X 2 Mixed Design Between Subjects: 3 Groups Within Subjects: 2 Rounds #1: No tempo increase #2: Tempo increase of 25% #3: Tempo increase of 50%

  19. Schneider & Shiffrin (1977) Automatic Processes: 300 + 200 +100 Controlled Processes: 385 + 279 +193

  20. Math Problems Completed Source p partial n2 Tempo <.001 .10 Complexity <.001 .68 Tempo x Complexity <.001 .03

  21. Math Problem Errors Source p partial n2 Tempo n.s. --- Complexity <.001 .08 Tempo x Complexity n.s. ---

  22. Conclusion Faster tempos decrease math completion regardless of test complexity ANOTHER VARIABLE!!! Melodic Activity

  23. FUTURE DIRECTIONS Typing Study: Replication in the Workplace Math and Complexity Studies 1. Include 25% and 50% SLOWER hypothesizing that scores increase for simple problems at slower tempos. 2. Compare the Bach and Haydn pieces hypothesizing that the Haydn piece promotes higher scores at different levels of tempo increase due to differences in melodic activity.

  24. THANK YOU!!! UWEC Office of Sponsored Programs & Research Dr. Blaine PedenLee Anna Rasar, MMEd.Dr. Mickey Crothers Ronald E. McNair Postbaccalaureate Achievement Program

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