A researcher that has looked at the impact of memory is Bugter et al (202). This study aimed to replicate the Eskritt and Lee (2005) study and to investigate the effects of music on a test of spatial IQ. 60 college undergraduates (24 men and 36 women) took part in this study. The participants had an average age of 20.25. The participants were students from a small, private liberal arts university in the south. All students were given extra credit for taking part in the study. The participants were randomly assigned to one of three experimental groups; each group had 20 participants. The first thing that was predicted is that there would be a difference between the three groups (classical, rap and silence), this was supported. The data showed significant differences between the groups. The second hypothesis predicted that classical music would have the best outcome during the memory task, this was also supported as the group exposed to classical music done better than the other groups. The results show that the group who was exposed to rap music didnt score well on the memory test. The other group exposed to classical music seemed to have scored better. The researchers believe that the first group didnt score well as rap music is more distracting as it also has lyrics in them. The results support the hypothesis with the classical; music being the most successful genre when learning. It was hypothesized before the experiment that there would be a difference in memory scores with the three types of situations: classical music, rap, and sitting in silences. The participants had to do a concentration game. This was confirmed by the results when the participants who listened to classical music got better results than those who listened to rap music.
Another researcher that investigated memory and music is Fassbender et a
l (202). The impact of music in memory. The aim was to find out if music can help memories for a different type of tests. Different type of students was asked to take part in this experiment, 75% were females between the ages 7-22. This experiment had 4 different types of tests that the participants had to take part in. In the first test (A) 50 syllables made no sense, the second test (B) there was another 50 syllables that made no sense, for the third test (C) there were 50 numbers in a random order, and for the fourth test (D) there were 2 lines of a poem in a different order. Test A participant was in the same class, it was completed in silence. For the next phase, the students were separated into three groups with the same questions as test A. Then participants had to do three different tests on memory, in the same classroom, but sitting at a different spot. The first group that took the test did not listen to any music, the second group listened to music that had lyrics in them, and the third group listened to relaxing music. Each group had the same amount of time (5 minutes) to memorise everything they did (test A, B, C) once the time was up, they had to write down everything that they remembered. The music was the same during the memorising stage and then repeated during the writing stage with the same volume levels and had headphones in. The results showed that there are no significant differences between the groups with relaxing music to the group who listened to music with lyrics in them. Trying to memorise lines that are not in the correct order whilst listening to music is less effective. Although memorising without any distractions is more effective, music is an effective way to increase someones mood, but when reading and memorising (numbers, lines, and poems) it is better not to listen to anything.