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walking down the road or doing housework, are easily affected by the tempo of background music1).Suga and Goto (2008) note that introducing background music when studying helps students psychologically rather than in a cognitive sense2). The students felt more relaxed when listening to the music, but they were not able to concentrate on studying as they got distracted by the music.Finally, Tsuyama and Takeyoshi (2015) conducted a series of experiments comparing primary schoolers, junior high schoolers and college students. The results showed that junior high schoolers’ and college students’ performance was the highest when there was no background music, and primary schoolers performed the best when listening to classical music. From this study, we can conclude that the most effective background music differs from age to age3). The past studies mentioned above examined the effects of music on learning from various viewpoints, such as task types, psycholog-ical aspects, and age groups. However, the past studies did not examine the effects of music types and learners’ habits of listening to music. There-fore, the following research questions (RQs) were developed for the current study. RQ1: How do different types of music affect learners doing memorization tasks and the calcula-tion tasks?RQ2: Do learners’ habit of listening to music while studying affect the memorization and calcu-lation tasks while listening to music?Forty-three participants, who were first-year students from Juntendo Medical School, partici-Figure 1 Outline of the experimentspated in the study. The participants worked on the assigned tasks: calculation and memorization (see Figure 1). We developed calculation tasks, which included 100 multiplications of two digits multiplied by two digits (see Figure 2). The memorization task asked the participants to look at a list of the world’s capital cities and memorize as much as they could in two minutes4) (see Figure 3). In this experiment, the participants were divided into six groups based on what tasks they did and what types of music they listened to. We refer to “calcu-lation and accent” as Group 1, “calculation and pitch” as Group 2, “calculation and speed” as Group 3, “memorization and accent” as Group 4, “memori-zation and pitch” as Group 5 and “memorization and speed” as Group 6.In each test, the same tasks were carried out first without listening to any music and then (second and third) while listening to two opposite types of music: for example, Indian English music and English music. It was preferrable to use different tasks in order to avoid practice effects, but due to the time constraint, the same tasks were used. We gathered data on the scores, the time it took to finish all 100 multiplications and the number of capital cities the participants were able to memo-rize. The types of Western music were grouped by three categories: the accent of the singer, the pitch and the speed. For the accent of the singer, Indian English music and English music were used. For Indian music, “Kya Soorat Hai” by an Indian pop group, Bombay Vikings was used. For English music, “What Makes You Beautiful” by an English pop group, One Direction was used. Two songs were used in the pitch task. “Aria the Queen of the Figure 2 Example of the calculation task577Method

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