Introduction
Scholars have identified a close relationship between music and the brain. Music can contribute to positive responses in the parts of the brain. At the same time, unpleasant music can affect the brain. It is important to identify the precise impact of music on the brain.
Blood and Zatorre (2001) showed that music is an intensely pleasurable activity. It contributes to positive responses in the brain. The scholars have used positron emission tomography (PET) to measure the response of the human body to music. Pleasurable activities such as sex and drug consumption lead to reactions such as chills. Such responses lead to changes in the blood flow in the brain. In addition, other changes in different parts of the brain are noted. Reward, motivation, arousal, and considerable emotional changes stimulate the brain. Music has been regarded as an intense pleasurable activity.
Nevertheless, there is another category of music, which can be regarded as a painful activity. In the present context, the music, which is liked by the listener, is considered as a pleasurable activity. Brain parts such as the subcallosal and frontal polar cortex react to cerebral blood flow. Such changes can take place when an individual participates in a pleasurable activity. The study substantiates the evidence obtained from the research associated with animals.
Such studies have shown that the animal brain reacts to activities such as drug use and sex (Blood & Zatorre, 2001). The study has provided empirical evidence to prove that the brain responds to a pleasurable activity such as music. Researchers have also demonstrated that unpleasant activities can have negative implications for the functioning of the brain.
Main body
A study by Jänke and Sandmann (2010) attempted to analyze the impact of background music on verbal learning. The study shows that background music does not affect verbal learning. At the same time, the study noted cortical activation as a response to the music. The researchers selected pertinent musical excerpts, which were not known to research participants. Variations in the music were achieved through tempo and changes in the noise levels.
At the same time, studies conducted in the office and traffic contexts showed that music could affect the performance of the listeners. Verbal learning is an important part of academic activity. Studies have assumed that music has a positive impact on the learning ability of an individual. At the same time, changes in the pattern of music affect the learning ability of an individual. The study uses electroencephalogram (EEG) measures. The research is different from the previous studies, as it has selected different musical extracts. It is possible that the musical notes selected by the researchers influenced the result of the study.
It is apparent that the subjects were not allowed to select the musical passages (Jänke & Sandmann, 2010). The study is significant because it has shown the limitations of the previous studies. It has also proved that there is no significant relationship between music and verbal learning. Previous studies showed that music affected research participants in the workplaces and similar contexts. The study shows that the impact of music depends on the milieu.
Temporal Dynamics of Learning Center (TDLC) prepared a report with reference to the impact of music on the brain. The study shows that music can influence brain functioning in a significant way. The report refers to the music therapy that has been advocated in the case of problems such as autism, dementia, stress and anxiety, and dyslexia, and other brain-related problems. It is possible to encourage children to learn languages by changing the timing of the auditory system.
It is proven that infants respond to music. The study has used EEG to measure the reaction of children to music. Studies have shown that music can improve the concentration ability of individuals. Researchers have developed music-based interventions to improve the cognitive abilities of individuals. Music can influence the brain’s auditory cortex. The scientists have attempted to structure appropriate interventions to improve the academic performance of children, thus, music was used to augment the language-learning skills of children (Regents of the University of California, 2010).
The study is important because it has proven that there is a close relationship between music and functions of the brain. In this way, it questions the argument of Jänke and Sandmann. Researchers have developed new interventions to improve the ability of children to learn a language. The study has presented shreds of evidence to prove that music leads to positive reactions in the parts of the brain.
Conclusion
Various studies have shown the nature of the relationship between music and the brain. The study by Jänke and Sandmann (2010) showed that music does not affect the verbal learning ability of an individual. The study was based on selected musical passages that were provided to the research participants. The study by Blood and Zatorre, (2001) and Regents of the University of California (2010) proved that music has a positive influence on the functioning of the brain. Music is utilized to create interventions, which assist individuals to improve their learning abilities.
References
Blood, A.J., & Zatorre, R.J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences, 98(20), 11818-11823.
Jänke, L., & Sandmann, P. (2010). Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, 6(3), 1-14.
Regents of the University of California. (2010). TDLC: Music and the Brain. Web.