Quantitative research methods PSYCHOLOGY Course

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Quantitative Research Methods

Practical 2

Practical 2 (Background)

Music can affect mood and emotional states and can communicate a vast array of emotions (Swaminathan & Schellenberg, 2015)

through different mechanisms such as rhythmic entrainment (through the synchronisation of music rhythm and physiological responses such as heart rate) and music contagion (by mimicking internally the perceived emotional expressions in the music; Juslin, 2013).

Practical 2 (Background)

Music listening as a clinical intervention

Because of the music ability to ‘move us’ and communicate emotions, the last few decades have seen an increased interest in music listening as a cost effective, ubiquitous and easy to use intervention for clinical and mental health conditions (e.g., Chan, Wong, & Thayala, 2011; Gillen, Biley, & Allen, 2008; McCaffrey, Cheung, Barry, Punch, & Dore, 2020; Sung, Chang, & Lee, 2010)

and as a method to enhance relaxation, focus, sleep (e.g., Diaz, 2011; Kiss & Linnell, 2020; Liu, Lee, Yu, & Chen, 2016), physical activity (e.g., Edworthy & Waring, 2006; Karageorghis & Priest, 2012a, 2012b; Terry, Karageorghis, Curran, Martin, & Parsons-Smith, 2020) and to reduce anxiety (Panteleeva, Ceschi, Glowinski, Courvoisier, & Grandjean, 2018) in the general population.

What do we know so far?

Some input from literature:

A systematic review on the effectiveness of music listening on depression level showed that:

music was effective in decreasing the level of depression if participants listened to the music for few weeks (~20 weeks) rather than once (Chan et al., 2011).

studies using different types of music (e.g., rock and classic music) consistently showed a reduction in depressive symptoms following music listening (Chan et al., 2011).

whether participants’ preferred music was better than a fixed repertoire or pre-selected music in reducing depressive symptom was unclear as no study included in this review compared the two conditions (Chan et al., 2011).

What do we know so far?

More input from literature:

However, Finn and Fancourt (2018) systematic review:

did not find a significant effect of music listening duration, meaning even short period of music listening were effective in reducing stress.

Identified some confounding variables such as listening to music alone or in a group, as the social component could amplify the positive effects of music listening on mental health (Finn & Fancourt, 2018).

Practical 2 - What remains unclear

Example of gaps in knowledge (but you can come up with a different one based on the literature):

Whether listening to preferred/familiar music (rather than pre-selected) is more effective to enhance mood or reduce anxiety

Whether listening to music with someone else or in a group (rather than alone) is more effective to enhance mood or reduce anxiety

Whether listening to music only once is enough to enhance mood or reduce anxiety

Practical 2 - Possible Research Questions

Example of research questions (but you can come up with a different one):

Does listening to preferred/familiar music (rather than pre-selected) increase positive mood/reduce anxiety?

Does listening to the same music with someone else (rather than alone) increase positive mood/reduce anxiety?

Does listening to music for few minutes increase positive mood/reduce anxiety?

Example 1 Does listening to preferred/familiar music (rather than pre-selected) increase positive mood/reduce anxiety?

What you would need to do to test this research question:

Decide whether to examine the effect of music listening on mood or anxiety (and consequently what measure/scale to use)

Test 10 participants (classmates/friends/family) with an ‘happy’ music piece chosen by you (e.g., from PUMS database), and a piece chosen by the participant

Counterbalance these conditions, e.g., if one participant listens to their piece of music first and then to the one chosen by you, another participant will listen to the piece chosen by you first and then their selected one

Decide how long you should wait between these two conditions

Set you hypothesis and run your study

Example 2 Does listening to the same music with someone else (rather than alone) increase positive mood/reduce anxiety?

What you would need to do to test this research question:

Decide whether to examine the effect of music listening on mood or anxiety (and consequently what measure/scale to use)

Test 10 participants (classmates/friends/family) with the same piece of ’happy’ music chosen by you (e.g., from PUMS database) either alone or with you (or with one of their friends)

Counterbalance these conditions, e.g., if one participant listens to music alone first and then with you, another participant will listen to music with you first and then alone

Decide how long you should wait between these two conditions

Set your hypothesis and run your study

Example 3 Does listening to music for few minutes increase positive mood/reduce anxiety?

What you would need to do to test this research question:

Decide whether to examine the effect of music listening on mood or anxiety (and consequently what measure/scale to use)

Test 10 participants (classmates/friends/family) with a piece of ’happy’ music chosen by you (e.g., from PUMS database)

Get measures of mood or anxiety before and after listening to one piece of music

Set you hypothesis and run your study

How to choose the music?

You can select the music to use based on previous studies or the PUMS database (provided to you) or from the provided file with some pre-selected happy music from PUMS.

If you are testing the effect of preference, ask participants to select one song that they consider happy and they like/listen to normally or ask them to choose from a pre-selected list

Where and how are you going to test participants?

Are you going to test them all in the same environment? Where? or ask them by email, by sending instructions and the link to the music? Different environments may create a confound but they may work better with remote studies. How can you control for this?

Are you going to ask them to assume a relaxed position? How? Or just listen to music in the position they normally would?

Where can you find all this material?

Under week 8 on Moodle you can find a folder with all the needed material and information:

References to relevant studies/resources

Different scales/measures

PUMS database and paper, and links to some happy music pieces from PUMS

Three general papers for some background to start your search with

What measure can we use?

Short answer: any 

Long answer: you can choose from the scales and measures I provided in the Practical 2/Lab report 2 material folder, you can find your own measure, or you can use a visual analog scale (VAS) to measure your DV of interest (e.g., anxiety or mood). See paper to support a use of VAS in the Practical 2/Lab report 2 material folder named ‘VAS.pdf’

Wu, Jianfen & Li, Hui & Wu, Yun-peng. (2021). Trait and State: Interoceptive Accuracy during Anticipation of Public Speaking in Junior Secondary Shy Students from an Eastern Province of China. International Journal of Environmental Research and Public Health. 2021. 4951. 10.3390/ijerph18094951.

Example of VAS

Useful resources

Chan, M. F., Wong, Z. Y., & Thayala, N. V. (2011). The effectiveness of music listening in reducing depressive symptoms in adults: a systematic review. Complement Ther Med, 19(6), 332-348. doi:10.1016/j.ctim.2011.08.003

Choi, A. N., Lee, M. S., & Lim, H. J. (2008). Effects of group music intervention on depression, anxiety, and relationships in psychiatric patients: a pilot study. J Altern Complement Med, 14(5), 567-570. doi:10.1089/acm.2008.0006

Finn, S., & Fancourt, D. (2018). The biological impact of listening to music in clinical and nonclinical settings: A systematic review. Prog Brain Res, 237, 173-200. doi:10.1016/bs.pbr.2018.03.007

Gillen, E., Biley, F., & Allen, D. (2008). Effects of music listening on adult patients' pre-procedural state anxiety in hospital. Int J Evid Based Healthc, 6(1), 24-49. doi:10.1111/j.1744-1609.2007.00097.x

Grebosz-Haring, K., & Thun-Hohenstein, L. (2018). Effects of group singing versus group music listening on hospitalized children and adolescents with mental disorders: A pilot study. Heliyon, 4(12), e01014. doi:10.1016/j.heliyon.2018.e01014

Juslin, P. N. (2013). From everyday emotions to aesthetic emotions: towards a unified theory of musical emotions. Phys Life Rev, 10(3), 235-266. doi:10.1016/j.plrev.2013.05.008

Juslin, P. N., & Laukka, P. (2004). Expression, Perception, and Induction of Musical Emotions: A Review and a Questionnaire Study of Everyday Listening. Journal of New Music Research, 33(3), 217–238. doi:10.1080/0929821042000317813

Karageorghis, C. I., & Priest, D. L. (2012b). Music in the exercise domain: a review and synthesis (Part II). Int Rev Sport Exerc Psychol, 5(1), 67-84. doi:10.1080/1750984X.2011.631027

Kim, J., & Stegemann, T. (2016). Music listening for children and adolescents in health care contexts: A systematic review. The Arts in Psychotherapy, 51, 72-85. doi:10.1016/j.aip.2016.08.007

Kiss, L., & Linnell, K. J. (2020). The effect of preferred background music on task-focus in sustained attention. Psychol Res. doi:10.1007/s00426-020-01400-6

Liu, Y. H., Lee, C. S., Yu, C. H., & Chen, C. H. (2016). Effects of music listening on stress, anxiety, and sleep quality for sleep-disturbed pregnant women. Women Health, 56(3), 296-311. doi:10.1080/03630242.2015.1088116

McCaffrey, T., Cheung, P. S., Barry, M., Punch, P., & Dore, L. (2020). The role and outcomes of music listening for women in childbirth: An integrative review. Midwifery, 83, 102627. doi:10.1016/j.midw.2020.102627

Panteleeva, Y., Ceschi, G., Glowinski, D., Courvoisier, D. S., & Grandjean, D. (2018). Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples. Psychology of Music, 46(4), 473–487. doi:10.1177/0305735617712424

Schubert, E. (2013). Emotion felt by the listener and expressed by the music: literature review and theoretical perspectives. Front Psychol, 4, 837. doi:10.3389/fpsyg.2013.00837

Sung, H. C., Chang, A. M., & Lee, W. L. (2010). A preferred music listening intervention to reduce anxiety in older adults with dementia in nursing homes. J Clin Nurs, 19(7-8), 1056-1064. doi:10.1111/j.1365-2702.2009.03016.x

Some links to happy songs from PUMS (use only the music do not show the videos), they were selected as they were standardised as inducing happiness in previous studies:

Armstrong, Louis

When It’s Sleepy Time Down South

https://jazzonthetube.com/video/when-its-sleepy-time-down-south/

Big Bad Voodoo Daddy

Big Time Operator

https://www.youtube.com/watch?v=StNYjEMj3D8

Mozart, Wolfgang Amadeus

Violin Concerto No 2 in D Major, KV211, Mvt 3

https://www.youtube.com/watch?v=qPP-Gjsr2vE

Preservation Hall Jazz Band

Ti-Pi Ti-Pi Tin

https://www.youtube.com/watch?v=CHwySih989o