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Running head: JOURNAL ARTICLE SUMMARY 1

JOURNAL ARTICLE SUMMARY 4

Journal Article Summary

Journal Article Summary

Section 1: Data File Description

The journal article selected investigates the effect in which lyrical music has on reading comprehension by adolescents “a variety of child, parent, and familial variables that may predict treatment response” (Anderson & Fuller, 2010). A search was conducted and its purpose was to explore if there were any impacts and what impact if there were any that would come from listening to lyrical music that was popular at the same time as performing a cognitively task that was complex would have on students and their materials for studying along with the basic. The researchers examined data collected from around 334 students that ranged from the 7th and 8th grade. The gender was equal where there were around 172 boys and 162 girls. The studies had to contain “a quantifiable measure of the association between the predictor variable(s) and outcome; d) studies employed a valid and/or reliable predictor and outcome measure; e) studies were published in a peer-reviewed journal and written in the English language” (Anderson & Fuller, 2010).

The journal article is relevant to the specialization of Behavior Analysis because it studied the effect of cognitive and comprehensive task and children.

Section 2: Testing Assumptions

The article noted that some of the categories were not homogeneous. The X and Y were linear, which was proved by visual inspection of the tables. Most assumptions were proven.

Section 3: Research Question, Hypotheses, and Alpha Level

The purpose of this article was to “examine the content effect that lyrical music along with the selection of the moderate playback level of 75 decibel and see its effects while performing the cognitive test. The null hypothesis is that there was a difference that had existed between the reading comprehension scores in the environments with and without music being accepted.

Section 4: Interpretation

The standardized effect sizes displayed in the article where; .0–.1 insubstantial, .1–.3 small, .3–.5 moderate, and .5–1.0 large” (Anderson & Fuller, 2010). These effect sizes where based on correlation coefficients. However, when the researchers combined the data from all of the studies, variable and treatment outcome only resulted in insignificant standardized effect sizes. The article demonstrated that “when lyrical music was used the effects were at a different level for the girls and boys. The girls were at a greater decline in scores under the music environment in comparison to nonmusical. They were at (M= - 5.01) and the boys were at (M= - 3.20). the difference was very significant at F (1, 332) =9.72, p = .002. the total comprehensive score from the students were related to the reading comprehensive from nonmusical environment at r (332) = -.12, p= .03. There was no correlation with the reading comprehensive difference score (music vs. no music) r (332).05, p. = 34, or with the reading comprehension score in the music environment, r (332) = - .09, = p.10.

In regard to the null hypothesis, was partially accepted. This is because the study was able to show that females had a slightly higher preference for listening to music when studying than the males did.

Section 5: Conclusion

The journal article used results from studies taken and showed that the association amngst music and intellectual performance is a clear topic which does merit some more investigations especially for adolescents. It looked at the content effect that lyrical music along with the selection of the moderate playback level of 75 decibel and how it affected both male and females while conducting test. We can safely say that there are a lot more studies needed in order to study the interrelationship between different variables and response to lyrical music while reading.

References

Effect of Music on Reading Comprehension of Junior High School Students. Stacey A. Anderson and Gerald B. Fuller from Walden University, 2010.