Effects of Visually Presented Lyrics on Song Recall
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When learning a song aurally, verbal information (i.e., lyrics) and musical information (e.g., pitches and rhythm) are processed through the aural processor (aural channel). If a song has much information, only using the aural channel might cause cognitive overload thus hindering one’s ability to learn the song. However, if the learner sees the lyrics, verbal information can be processed dually – aurally and visually. This dual processing of verbal information might reduce cognitive load in the aural channel, leading to more capacity to process musical information. The purpose of this study was to investigate effects of visually presented lyrics on song recall from a cognitive load perspective. Twenty-six members of auditioned choirs at a major mid-Atlantic university in the U.S. learned a difficult song individually through prerecorded aural instruction via computer: While learning the song, one group saw the lyrics and the other group did not. Participants’ recall accuracy of the learned song was assessed regarding pitches, rhythm, and lyrics. Multivariate analyses of covariance controlling for phonological working memory revealed that music majors recalled the song better than non-music majors when not seeing the lyrics while no significant difference existed when seeing the lyrics. Further analysis revealed seeing the lyrics was beneficial for non-music majors in recalling pitches and rhythm, but not beneficial for music majors. Presenting verbal information dually might be redundant for music majors; they might process musical and verbal information in a more integrated way and have more aural capacity. However, for non-music majors, the dual processing of verbal information might reduce their cognitive load in the aural channel, providing more capacity to process musical information. Showing the lyrics can be one way to reduce learners’ cognitive load while teaching a difficult song, at least for young adults with lower levels of musical expertise.
Abstract
When learning a song aurally, verbal information (i.e., lyrics) and musical information (e.g., pitches and rhythm) are processed through the aural processor (aural channel). If a song has much information, only using the aural channel might cause cognitive overload thus hindering one’s ability to learn the song. However, if the learner sees the lyrics, verbal information can be processed dually – aurally and visually. This dual processing of verbal information might reduce cognitive load in the aural channel, leading to more capacity to process musical information. The purpose of this study was to investigate effects of visually presented lyrics on song recall from a cognitive load perspective. Twenty-six members of auditioned choirs at a major mid-Atlantic university in the U.S. learned a difficult song individually through prerecorded aural instruction via computer: While learning the song, one group saw the lyrics and the other group did not. Participants’ recall accuracy of the learned song was assessed regarding pitches, rhythm, and lyrics. Multivariate analyses of covariance controlling for phonological working memory revealed that music majors recalled the song better than non-music majors when not seeing the lyrics while no significant difference existed when seeing the lyrics. Further analysis revealed seeing the lyrics was beneficial for non-music majors in recalling pitches and rhythm, but not beneficial for music majors. Presenting verbal information dually might be redundant for music majors; they might process musical and verbal information in a more integrated way and have more aural capacity. However, for non-music majors, the dual processing of verbal information might reduce their cognitive load in the aural channel, providing more capacity to process musical information. Showing the lyrics can be one way to reduce learners’ cognitive load while teaching a difficult song, at least for young adults with lower levels of musical expertise.
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