Effects of vocal and instrumental music on visuospatial and verbal performance as moderated by studying preference and personality

Abstract

Cognitive performance as a function of 75 dB vocal or instrumental music was investigated in 61 university students. Three timed visuospatial and verbal tests were used. Vocal music disrupted performance significantly more than instrumental music on the Maze Tracing Speed (scanning speed) and Deciphering of Languages (logical reasoning) tests. Both vocal music and instrumental music disturbed performance more than no music on the Object-Number Test (associative learning and long-term memory), but this was moderated by studying preference. On the Object-Number Test those who typically did not study with music showed deterioration across conditions (no music > instrumental > vocal), while those who typically studied with music performed no better in the no music condition than either music condition. Extraversion was not a significant covariate of performance. In comparison to those who did not study with music, subjects who typically studied with music were more extraverted as assessed by the Eysenck Personality Questionnaire, reported greater skills in focusing attention during distracting situations on the Differential Attentional Processes Inventory, and reported less sensitivity to noise in general on the Weinstein Noise Sensitivity Scale.