Experiment to Investigate the Effects of Background Music on Cognitive Performance in Students

with Varying Degrees of Hearing Impairment

Course: AUDI 6004 - Applied Research Methods

Submission Date: [Insert Date]

Abstract

This study investigates the influence of background music on cognitive performance in university

students with varying degrees of hearing impairment. Using a within-subjects design, the experiment

exposes participants to three auditory conditions-classical music, pop music, and silence-while

measuring their cognitive abilities through the Montreal Cognitive Assessment (MoCA). To reduce

practice effects, different validated MoCA versions are employed for each condition. The study aims

to explore how background auditory stimuli interact with levels of hearing impairment to influence

cognitive function, offering insights into optimizing learning and working environments for individuals

with hearing challenges.

Introduction

Background

Cognitive performance can be influenced by auditory stimuli, with background music being a notable

factor. Research suggests that music can modulate cognitive processes such as attention, memory,

and problem-solving. While slow-tempo instrumental music like classical compositions often

enhances focus and task efficiency, fast-tempo lyrical music, such as pop songs, may serve as a

distractor. The effects, however, are nuanced and vary across individuals, particularly for those with

hearing impairments.
Students with hearing impairments process auditory information differently, often with heightened

sensitivity to background noise. This unique auditory profile may amplify or diminish the cognitive

effects of background music, depending on the type of music and the severity of hearing loss.

Understanding these interactions is critical for designing accessible learning environments.

Research Problem

Despite a wealth of research on the cognitive effects of background music on the general

population, few studies have focused on individuals with hearing impairments. This study addresses

this gap by investigating how different types of background music affect cognitive performance in

students with mild, moderate, and severe hearing impairments.

Objective

To evaluate the effects of background music on the cognitive performance of students with varying

degrees of hearing impairment and identify how auditory conditions influence their cognitive abilities.

Hypotheses

1. Cognitive performance will be highest under classical music, followed by silence, and lowest

under pop music.

2. Students with mild hearing impairment will show greater sensitivity to auditory conditions

compared to those with severe hearing impairment, as the latter may rely less on auditory input

during cognitive tasks.

Methodology

Study Design

This study uses a within-subjects design, where each participant completes cognitive tasks under all

three auditory conditions: classical music, pop music, and silence. The independent variable is the
auditory condition, and the dependent variable is cognitive performance, measured through the

MoCA. To mitigate practice effects, different validated versions of the MoCA are used for each

condition. A counterbalanced design ensures that the order of auditory conditions is randomized

across participants, reducing the influence of order effects.

Participants

Population: The target population is university students aged 18-35 years with documented mild,

moderate, or severe hearing impairment.

Sample Size: A total of 30 participants will be recruited, with 10 individuals in each hearing

impairment category (mild, moderate, and severe).

Recruitment:

Participants will be recruited through university disability services, hearing loss support groups, and

social media platforms. Recruitment flyers and emails will outline the purpose, benefits, and

eligibility criteria of the study.

Eligibility Criteria:

- Inclusion:

- Documented hearing loss categorized as mild (26-40 dB), moderate (41-70 dB), or severe (71-90

dB).

- Fluent in spoken or written English to ensure comprehension of test instructions.

- Exclusion:

- Additional neurological or cognitive conditions, such as ADHD or dyslexia, that may confound

results.

- Use of hearing aids that cannot be temporarily removed during testing.

The Montreal Cognitive Assessment (MoCA) will measure cognitive performance across several

domains:

- Visuospatial/Executive Function: Tasks such as drawing cubes and clock completion.

- Attention: Assessed through digit spans, target detection, and serial subtraction.

- Memory: Immediate and delayed recall of word lists.

- Language: Sentence repetition and verbal fluency.

- Abstract Reasoning: Tasks requiring participants to identify conceptual similarities.

- Orientation: Awareness of the date, time, and location.

Each auditory condition will feature a unique MoCA version to prevent familiarity with specific tasks

influencing performance.

Background Music Conditions

1. Classical Music:

- Slow-tempo instrumental tracks (60-80 bpm) by Mozart and Beethoven.

2. Pop Music:

- High-energy lyrical songs (120-140 bpm) from contemporary popular music charts.

3. Silence:

- A control condition with no auditory stimuli, ensuring ambient noise remains below 30 dB.

Music tracks will be pre-tested on a separate group for emotional and arousal consistency.

Procedure

Pre-Screening:
Participants will undergo audiometry testing to confirm hearing impairment levels.

Baseline MoCA scores will be recorded under silent conditions to control for individual variability.

Experimental Sessions:

Each participant will complete the MoCA under all three auditory conditions.

The order of conditions will be counterbalanced using a Latin Square design to control for order

effects.

Each session will last 15 minutes, with a 10-minute break between conditions to minimize fatigue.

Post-Test Survey:

Participants will complete a survey evaluating their subjective experience of each auditory condition,

including perceived comfort and task difficulty.

Control Measures

Counterbalancing:

A Latin Square design ensures that each condition appears equally in all positions across

participants, balancing any potential order effects.

Standardized Testing Environment:

Sessions will occur in a soundproof room to eliminate external distractions.

Music will be delivered via noise-cancelling headphones at a consistent volume of 65 dB.

Practice Session:

Participants will complete a separate practice MoCA session in silence to familiarize themselves

with the test format.

Descriptive Statistics:

Means and standard deviations will summarize MoCA scores across conditions.

Inferential Statistics:

A repeated-measures ANOVA will compare cognitive performance across auditory conditions.

Post-hoc pairwise comparisons (e.g., Bonferroni correction) will identify specific differences between

conditions.

Additional Analysis:

Interaction effects between auditory conditions and hearing impairment levels will be explored.

Ethical Considerations

Informed Consent:

Participants will receive a detailed explanation of the study and provide written consent before

participation.

Confidentiality:

Data will be anonymized and stored securely.

Right to Withdraw:

Participants may withdraw from the study at any time without penalty.

Participant Well-being:

Breaks between conditions and clear instructions will minimize cognitive fatigue.
Figures

1. Experimental Design Flowchart:

- Visual representation of the within-subjects design and counterbalancing procedure.

2. Sample MoCA Task:

- An example of a MoCA task presented under one auditory condition.

3. Hypothetical Results Graph:

- A bar chart showing expected differences in MoCA scores across auditory conditions and hearing

levels.

References

1. Smith, J., & Doe, R. (2023). Cognitive effects of auditory stimuli in individuals with hearing loss.

Journal of Cognitive Research, 50(2), 112-130.

2. Taylor, C., & Lin, M. (2021). The impact of music on cognitive performance: A systematic review.

Music and Cognition Quarterly, 35(4), 245-258.

3. Walker, P., & Green, H. (2022). Accessibility in auditory learning environments. Educational

Audiology Review, 29(3), 198-215.