BLOG 24:

Hypothesis:

social motivations play a role in how and why adolescents learn and memorize songs.


List of objectives:

• unconcsios social motive
• purpose of learning songs
• image

Research:

• Rainey and Larson
• Whitney Sims

Method:

• interview - state with whom/setting/why its important

Presentation of data/analysis:

• how it all categories connect back to social motives

Conclusion:

• what the research found
• limitations of age, gender and number of participants

FINAL PROJECT:

Sara Paczkowski ENG 3029*01
Dr. Chandler Research Proposal

Introduction:
Several research states that memorizing songs have to do with melody, repetition and tune. Although this argument exists, a study conducted by Rainey and Larson explained, “After lyrics were read with rhythm and beat, there was no significant difference in verbatim recall of the total lyrics.” However, language is more than language and grammar, there is more behind it than that. James Gee describes this as a Discourse, which is “is composed of distinctive ways of speaking/listening and often, too, writing/reading coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, believing, with other people and with various objects, tools, and technologies, so as to enact specific socially recognizable identities engaged in specific socially recognizable activities.” The following research I will look at the external social motivations that influence an adolescent to memorize song lyrics. Therefore, it suggests that not all language is defined by “words,” but other external features. I did not use melody and tune to conduct this research. However, the following research is a holistic study, where I interviewed, analyzed and recorded information obtained from an interview. In brief, I found that there is no proof that beat and melody is the reason why individuals easily memorize song lyrics and social motivations aid in remembering. I organized the data by categories, such as, the unconscious role of social motivation, the purpose for remembering songs, and which kinds of songs were most remembered.

Literature Review:
Rainey and Larson were interested in the power of beat and melody in memorization as well. In the experiment, two songs were played and measured by the number of trials to learn the words, "pop goes the weasel" and "Yankee doodle.” They were divided into two categories, initially and the number of trials to learn the list a week later. After coding and analyzing, the researched concluded that there was no advantage of the music but the participants, but the individuals who heard the sung version required fewer trials to relearn them. After the lyrics were read to the participants with no rhythm, there was more of difference in verbatim recall, which suggests that melody and tune does not measure long-term recall or memorization, only re-learning.
Similar to Rainey and Larson, Whitney Sim’s also hypothesized that melody and tune played a role in memorization. However, she said, “My hypothesis is that the slower the song tempo is, the more likely it would be remembered.” She conducted an experiment where spoken and sung words were played at different paces. The amount of time and verbatim recall was collected and analyzed. She concluded, “The response of memory was not due to the presentation of rate. It only pointed out that the more meaningful memorizations of song were when the text connected to something already known.” Although the study does not focus

solely on tune and melody, it does prove that there are other motivations behind learning and memorizing a song. It suggests that the lyrics and melodies have certain social motivations. Therefore, the more meaningful the text is, the more it created a difference in initial learning. Consequently, in the following research, I will focus on the other holistic motivations behind memorizing lyrics and the motivations of learning between the adolescent age ranges.


Method:
In order to conduct the following research, I chose to do an interview. I chose this method because it allowed me to identify several kinds of motivation For example, a proper interview can present significant data from personal accounts, stories, narratives and myths. The conversation between the interviewer and the participant allows an opportunity to converse and explore different features and respond accordingly.
In order to prepare for the interview, I carefully designed a script beforehand to review and revise wording to prompt useful and unbiased responses from the participant. I divided the questions into sections, for example, “direct questions, questions that allow stories, and wrap-up questions.” I also created follow-up questions for the types of anticipated answers.
I interviewed and 11 year old, female, adolescent in the dining room of my house. My cousin, the participant attends a Catholic elementary school and was more than willing to do an interview. First, I described the intent of the interview,

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and what it was for and I told her she was going to be recorded and part of research.
Next, I started to ask the questions that I designed to answer. I noticed as the interview went on, that more questions and points evolved from the previous questions. I then listened, not making many interruptions and redesigned the questions as the interview went along. I was sure to ask many, “can you describe?” and “why do you think that?” questions so I can receive more descriptive answers.
Once the interview concluded, I transcribed the recorded material onto a script. I then was able to analyze patterns and categories of the interview. I organized the data by categories, such as, the unconscious role of social motivation, the purpose for remembering songs, and which kinds of songs were the most remembered.


Presentation of Data/Analysis:
After organizing the data into categories, I found that the overall focus of memorizing song lyrics has a direct relationship to social peer groups. Although the participant was not conscious of the link to social motivation, the answers preceding the questions, besides describing how music made her feel, suggested that social motivation played a role in memorizing lyrics. The following will show the conversation between the participant and I that were divided into categories. Then, the meaning behind her answers will be explained. “S” will represent I, the interviewer, and “M” will represent the participant.

UNCONCIOUS MOTIVATIONS:

S: “Do you think that memorizing songs are social?” M: “No.”
Although she stated that it wasn’t, the following information proves that she might have not understood that it was.
S: “Can you describe a word in a song that you learned the meaning of?”
M: “I learned in one song the word provocative and it means like and that your trying to be sexy and you don’t have a lot of clothes on.”
She informed that she asked her mom what that meant.
S: “ Was it cool to know that word?”
M: “Um, no, but when I learned it, I sang it a lot more on the bench for basketball.”
S: “Why, because you knew what it meant?”
M: “Yeah, because you can’t sing if you don’t know what it means, because
then people will ask you and you won’t know.”
The previous passage suggests the idea that knowing certain words to a song
can be considered “cool” to this particular age range. Although she answered “no” to the direct question at the beginning of the interview, stories began to unfold that suggested the answer would have been “yes,” if she was aware.
Later on into the interview I asked the participant the same question again and her answer was different.
S: “So its really social?”

M: Yeah, you are always talking about it. Even in school, you are mouthing words, because we have a cool group in school,”
Although she answered this, the question asked right before this one asked about what fun things has she done with songs. She answered, “Well yeah me and my friend imitated Justin Beiber and we sang a song and made a video of it and it was really fun and we like acted it out.” Her mind was focused that social activity and motivation was defined only as being “between friends in play condition.” She does not understand how people perceive other social situations, such as learning the words to be “cool” in school. Therefore, it suggests the fact that much of social motivation in settings outside of “fun or play” takes place but the individual is unconscious of it.

PURPOSE OF LEARNING SONGS:
The data also showed the multiple reasons behind why songs are memorized. Not only is it unconscious but memorizing a song also has many other purposes. It also can be stereotypical and place an individual somewhere on the social ladder.
S: “What is your favorite kind of music and why?”
M: “Rap.”
S: “Why do you think your friends don’t like that one different song that you like?”

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M: “Cause I usually hang out with people who do sports, like the tougher people, and the girls I hang out with don’t think its like cool to like that kind of song cause you are supposed to be all tough.”
She said she likes rap besides one different song, but she still felt pressure form her friends to know the genre of songs that they know. Therefore, to maintain the “cool group” of friends image, the participant probably feels compelled to keep this “tough” image to maintain her social status.
The idea that whichever social image an adolescent conveys, results in what type of music they listen to. At this age range, playing a sport is “popular” or the “thing to do.” Therefore, Rap being her favorite type of music because “Because it’s an upbeat kind of song and I like to listen to music before soccer games. I like the fast songs, cause they are like tough.” Again, although this is describing how the music makes her feel “tough,” there is an underlying motive that if you play a sport, such as soccer, you have to maintain this “tough image.” Therefore, again suggesting that social motivation is involved.
Learning Raps songs for personal use is much different than learning a song for others at this age, but there is still social motivation.
S: “Do you think you wanted to learn the words to that song because it was important to be that part for the play?”
M: “Yeah, it was my responsibility.”
Although she believed this, prior to that answer, when asked:

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S: “Do you think it was harder to remember that music because it was not your style?”
M:“I just did a play and I kind of wanted to cause everyone had to and I wanted to learn quick and first. I wouldn’t want to if no one else did, but since everyone was, I mine as well do it too.”
The most important piece of information here is, “I wanted to learn quick and first,” which suggested the idea that although it was not “cool” to do the play, it was “cool” to know the words first. Again, a social stimulus motivated the participant to learn the words.
The previous example was based upon social motivation, but it also contains context of being categorized in the “kinds of songs” that an individual wants to listen to. For example, the participant stated that she liked “rap,” because it was fast, and she felt “boyish.” In another segment of the interview, she had to learn a song for the play because it was her responsibility. Although she learned the song for the play, she stated, “I rather listen to things on the radio. If you listen to gody music outside of music class you are considered a “los-a status.” Again, it is noticeable that there is an assumption that listening to this type of music outside the environment expected is not “cool.” Therefore, the song was probably learned under circumstances, not for enjoyment, but for status of knowing it first for that particular time and place. Therefore, explaining that the long-term recall was not as prevalent unless it was something he or she enjoyed and wanted to know the words to.

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THE SONGS MOST REMEMBERED:
M: “There was a big fight in school one day because people were in an
argument about the words of the song,”
This suggested the fact that knowing the words in this age range plays an
important role in social activities and status.
S: “Do you think you remember the songs if you like it?”
M: “Yeah, or if everybody else knows it.”
Again, behind liking the particular type of song, and how it makes the
individual feel is the idea of social interactions and being able to “talk” or “word” songs that “everyone knows” or is popular.
M: “Sometimes I used songs to memorize the layers of the earth and its rap and I like it and I still know the words.” At first, this passage makes it seem like she is interested in learning but then she sang the song and said:
M: “Yeah, sometimes we used songs to memorize the layers of the earth and its rap and I like it and I still know the words.”
Although she learned this type of rap song to learn the layers, she also learned it to show off to her friend that she knew the words to this “new” song. She told me her “friends wanted to learn it.” Therefore, another social interaction was behind learning this type of song for a specific purpose. It was not necessarily because of the beat, melody, but to look “popular” for knowing the song.

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Conclusion:
Although the research by Rainey, Larson, and Sim’s proved that there was no correlation with memorizing lyrics through presentation of melody, tune and pace, it was important because even though research studies said that it has an effect, there are also other motivations that are not considered. In my research, I not only asked questions about which types of songs the participant enjoyed, but more importantly, why she enjoyed it and which types of environment she enjoyed them in. Consequently, I received answers that provided descriptive details to the social aspects of memorizing songs at this age and the unknowing importance that of social motivations. Not only are songs learned and memorized because of melody, but knowing lyrics to fit in certain peer group, or maintain the status quo is the main motivation behind learning particular songs. The previous data suggested examples that even though the social aspects of learning the words was unconscious, it directly interconnected to social and external motivations.
Although this research does suggest this point, there are limitations. For example, only one interview was conducted with a female adolescent. In following studies pertaining this subject, the research should contain a more triangular based interview with more individuals at different sex and ages. This research is based upon one female, and it may vary between the age of the participant as well as the sex.
In conclusion, the study did validate that social motivation does play and important role in memorizing songs that is overlooked. Each of the participant’sanswers’ directly connected to this motivation behind other reasoning. Thus, proving that this “unconscious behavior” does exist at this age range. Again, my study did not look at melody and tune the same as previous studies but the answers were sufficient in demonstrating the point that there is other motives behind memorizing a song other than repetition of melody, tune and pace. 

BLOG #23

Here are the different categories of answers that I found:

- ASSUMPTIONS:

But what kind of songs did you know? Like the upbeat ones you hear on the radio?

Yeah, like the ones that everybody knows

What happens if the song is really popular and your with your friends and they don’t know the words to the song?

Does that happen?

No, ususally everyone knows the words to the song

- FEELING MUSIC GIVES:

What is your favorite kind of music?

Rap

Rap? Is that there a reason why that’s your favorite kind of music?

Because my brother got me into and uh we both like listening to it and its really fast and  all like boyish cause I like being boyish.

Because its an upbeat kind of song and I like to listen to music before soccer games cause like im in the car and my dad usually brings me to soccer and h

E listen to normal songs and they are slow and then I hum the songs in the game and it isn’t good when I have the bad songs in my head, like the slow songs. I like the fast songs, cause they are like tought

So they make you feel tought?

Yeah

- STEREOTYPES/BEING COOL/ WHAT EVERYONE EXPECTS:

So your friends kind of like the same music as you? But why don’t you think they like some? Can you think of a song they don’t ike that you do?

Um I like one one direction siong and some people are like how do you like that, you listen tor ap how do you like that?

Um why do you think people that don’t like it don’t like it?

Cause I usually hang out with people who do sports, like the tougher people, and the girls I hang out with don’t think its like cool to like that kind of song cause you are supposed to be all tough

Imagine if someone came into class singing call me maybe and one person didn’t know the words? What would you think?

And we are like “do you not know what that song is?” it is weird

Do you think its harder to remember that because its not your style?

Well,like I just did a play and I kind of wanted to cause everyone had to and I wanted to learn quick and first and I wouldn’t want to if no one else did but since everyone was I mine as well do it to.

Do you think you wanted to because it was important to be that part?

Yeah, it was my responsilibty

If it were school and you had to memorize it would you?

Yeah but I rather listen to thinkgs on the radio. If you listen to gody music outside of music class you are considered a “los-a status”

- SOCIAL:

Do you ever sing a song at social acitivity?

Yeah

Is it fun?

Yeah

Why do you think its fun?

Because its something we can boith relate to and we can make up dances and sing it its something to do

So if she didn’t know the words it would nt be fun?

Yeah because then we have to do a different song?

Do yo remember that girl you told me new all the rap parts? Did you thik that was cool?

Yeah and then I didn’t know it so I had to go and learn it

Can you tell me why some people might not like a polular song?

Well, like the one direvtiont hing people think they have to be tough if they are on sports. And a kid on my soccer team says “mercy” is stupid because they sing in weird high bvoices but it makes it different. Hes a hater though.

Do you like to sing song to your friends they don’t know?

Yeah

What do you think they think about that?

Like maybe they would want to learn that song. If my friend lauren didn’t know a song, she would say “oh im gunna get that song when I get home” and we tell eachother that. The next time we would always listen ot it and we will both know it to sing it.

Why do you think its easy to memorize songs?

From listening to so many times.

So its really social?

Yeah you are always talking about. Even in school you are mouthing the words. Cause this kid, cause we have a cool group in the shoool.

Are you in the cool group?

Yeah its me and 3 othe rpeople

Wow, that’s limited!

So I was like mouthing the first part of the song and then he finished it but then lauren didn’t know the words so she had to go home and remember it.

BLOG #22

Transcription

[ 5:00 ]

So what is your name?

What grade are you in?

6

and how old are you?

11

Do you enjoy listening to music?

Yes

What is your favorite kind of music?

Rap

Rap? Is that there a reason why that’s your favorite kind of music?

Because my brother got me into and uh we both like listening to it and its really fast and  all like boyish cause I like being boyish.

Um so you like being boyish?

Yeah

Well your athletic, so that probably why?

And I sports with them

So how many do you think you listen to music daily? Like how many times a day?

Like 3 or 4 times

Do you know like know when?  In the morning?

In the morning, after school, on the way home from school on the radio, to school on the radio and like sometimes I like have my headphones and listen to it on my ipad and sometimes I have practice after school so I listen to on the way there

Do you listen to when you are at practice?

No not really

Because it is outside, right?

Yeah

Um, so do you listen to music with your freins a lot?

Yeah

Do you like, can you like describe a particlur time where you were hanging out listening to music or hanging out together listening?

At the social

Really?

Yeah

So were you like dancing or singing along?

We were like Dancing

Were you singing the words to the song?

Uh for some of the songs

Do you know which songs they were?

No

But what kind of songs did you know? Like the upbeat ones you hear on the radio?

Yeah, like the ones that everybody knows

Was there a dj?

Yeah, he was an old dude but he played good music

So do your friends like the same music youd do?

Yeah, well some of them don’t like rap but I like the other faster kind, like rap is kind of like the faster kind. And gangman style, some people just don’t like rap but thye like the other songs

Do you like rap because its faster?

It just like has a lot of curse words and stuff and makes me feel all like “homie”

Do you say the curse words? Do you think its alright?

Yeah, especially when its on the clean version I think its alright. Beause sometimes there is the occasional “ass” on the clean version.

So if its clean you can say it?

Yeah

Can you describe one of your facorite songs?

Mercy

Who is by?

Lil wayne and I think its kanye west

How does it go?

She sings it and includes curses (lots of them that say “ass”)

You know all the words?

Yeah, basically

And its fast too, right?

Yeah

So why do you like that song so much? Is it that word? Or how it sounds?

Because of the beat an dbecause my friends like that and it gets me in the mood for soccer

Why?

Because its an upbeat kind of song and I like to listen to music before soccer games cause like im in the car and my dad usually brings me to soccer and h

E listen to normal songs and they are slow and then I hum the songs in the game and it isn’t good when I have the bad songs in my head, like the slow songs. I like the fast songs, cause they are like tought

So they make you feel tought?

Yeah

So your friends kind of like the same music as you? But why don’t you think they like some? Can you think of a song they don’t ike that you do?

Um I like one one direction siong and some people are like how do you like that, you listen tor ap how do you like that?

Um why do you think people that don’t like it don’t like it?

Cause I usually hang out with people who do sports, like the tougher people, and the girls I hang out with don’t think its like cool to like that kind of song cause you are supposed to be all tough

So most of your friends know the words to most of that you know?

Yeah,

Like the popular songs? So like that you really like, do you listen to them everyday?

Yeah, kind of

How many times do youy thinkj?

Yeah

How long does it take you to remember a song you think?

Um well like most of the new songs are on the radio a lot and since im in the car listening to the radio I hear them a lot. And when I like a song a lot ill listen to it on my ipad so like probably like 5 days.

What happens if the song is really popular and your with your friends and they don’t know the words to the song?

Does that happen?

No, ususally everyone knows the words to the son

Imagine if someone came into class singing call me maybe and one person didn’t know the words? What would you think?

And we are like “do you not know what that song is?” it is weird

Do you think youneed to know certain songs to fit in?

Yes

Do you listen to music in school?

No

Do you have music class?

Yeah but since we go to catholic school its all “gody music” and its not my style

Do you think its harder to remember that because its not your style?

Well,like I just did a play and I kind of wanted to cause everyone had to and I wanted to learn quick and first and I wouldn’t want to if no one else did but since everyone was I mine as well do it to.

Do you think you wanted to because it was important to be that part?

Yeah, it was my responsilibty

If it were school and you had to memorize it would you?

Yeah but I rather listen to thinkgs on the radio. If you listen to gody music outside of music class you are considered a “los-a status”

So you like the sound of music and pace?

Yeah

Do you understand what the words in song mean?

Some of them, most of them

Can you give me an example of song?

I learned in one song the word provocative and it means like and that your trying to be sexy and you don’t have a lot of clothes on.

So you asked your mom what it means?

Yeah

Do you think its cool to know that?

Um no, but when I learned it, I sang it a lot more and on the bench for bball I would say “what, that’s provactive”

Because you knew what it mean?

Yeah because you cant sing it if you don’t know because then people be like well what does that mena

So you feel cool you know it?

Yeah

Do you ever sing a song at social acitivity?

Yeah

Is it fun?

Yeah

Why do you think its fun?

Because its something we can boith relate to and we can make up dances and sing it its something to do

So if she didn’t know the words it would nt be fun?

Yeah because then we have to do a different song?

Do yo remember that girl you told me new all the rap parts? Did you thik that was cool?

Yeah and then I didn’t know it so I had to go and learn it

Can you tell me why some people might not like a polular song?

Well, like the one direvtiont hing people think they have to be tough if they are on sports. And a kid on my soccer team says “mercy” is stupid because they sing in weird high bvoices but it makes it different. Hes a hater though.

Do you like to sing song to your friends they don’t know?

Yeah

What do you think they think about that?

Like maybe they would want to learn that song. If my friend lauren didn’t know a song, she would say “oh im gunna get that song when I get home” and we tell eachother that. The next time we would always listen ot it and we will both know it to sing it.

Why do you think its easy to memorize songs?

From listening to so many times.

Don’t you wish schhol work was like that?

Yeah, sometimes we used songs to memorize the layers of the earth and its rap and I like it and I still know the words.

Can you sing it?

sang it

then in class I would raise my hand and say I knew it already and sang it to the class

did they think it was cool?

Yeah, they wanted to learn it to

So if you like it you remember it more?

Yeah becayse it has a rhtym that I like

Is there any part of the song you remember faster?

Yeah, the chorus or the part I like the most

Why is iut the easitest?

For the song in the play, it was a part that everyone liked nad it sounded good and we had to do something with our arms so it was easier to remember

Is there cerain things oyu mess up on?

Yeah

Can you give me an example?

For gangman style but its south Korean

Why do u mess up on certain parts than others?

Cause I didn’t focus on parts, usually the second verse cause the first everyone really remembers

When you want to learn a song what do you do?

Listen to over and iover again

Uou don’t look up the lyrics?

Well if I want to know it fast, I will youtube the song with lyrics and listen and watch them righ there.

So its right infront of your face?

Yeah its cool

What if someone says the wrong words? Do you get in arrguments about the words?

There was abig fight in school one day becasuse people were in an argument about the words of the song.

It was a huge argument?

Yeah betweemt the class

So its part of school? You talk about it?

Yeah we talk about music

So do you think you remembner because you like it?

Yeah or if everyone else knows

What if you don’t know the words in the song? Do you always ask your mom?

If I didn’t know it, I wold just look it up on my ipad or something or google it knows everything.

Is there any other stories yu can think of?

No

Nothing? No fun things you did with songs?

Well yeah me and my friend imitated Justin beiber and we sang a song and made a video of it and it was really fun and we like acted it out.

So its really social?

Yeah you are always talking about. Even in school you are mouthing the words. Cause this kid, cause we have a cool group in the shoool.

Are you in the cool group?

Yeah its me and 3 othe rpeople

Wow, that’s limited!

So I was like mouthing the first part of the song and then he finished it but then lauren didn’t know the words so she had to go home and remember it.

So you told lauren about the song?

And yeah and she came back and could sing with veryone. I told her in the summer and then she came back to schhol and new the entire thing.

Oh wow! Well is there anything else?

Noooo

Well you did an awesome job!

Thanks, wait is it on?

Yeah

Just so you know Meagan o’callahan is an awesome girl!

BLOG #21

Reflection on Short Analysis:

• I realized that I have to add more detail into my introduction & set it up more to talk about how specific comments are effective.
• I learned to strengthen my features and add more of other research to strengthen it.
• Set up statements before my data to explain.
• Add more about other aspects of the research, such as the general commets. 
• How to organize it better --> using the proper headings that fit my research.

BLOG #20

1.  What are the strengths your writing for the introduction?  What do you need to work on? 

I think my introduction does a good job setting up what my research is about but I think it needs more detail.

What are the strengths of your writing for the review of the literature?  What do you need to work on?

My literature review summarizes what I thought the two research proposals stated but I am still worried that I didn't understand it completely.
2. What is the research problem identified in your introduction?  How do you point out what your research project will contribute toward resolving this "problem"?  In other words, what have you written about  the importance of your project for writing studies?

My research problem is:There are studies that show that melody and tune have no contribution towards memorization. In my research I will explore how melody is associated with how language phrases affect memorization.

I used the literature review to show that my my research problem has been discussed by other researchers but I don't have anything in it that sets up how I am going to "resolve the problem."
3. What have other researchers found out about your topic that is relevant to your research project?

I believe that both research found that that melody and tune has no contribution towards long-term memory.

4.  How do you connect findings from question 3 to the purpose of your project?

It backs up my idea that there are other motivations to why people memorize songs.
5.  What is your plan for finishing/revising your introduction and literature review?

I need to add more detail to the introduction and the literature review, state why it is important, and expand on how I am going to expand on the problem.

6.  What feedback do you want from me?


Some advice on how to add detail to the introduction and literature review without being too repetitive and if the information in the literature review is completely accurate. 

BLOG #19

Sara Paczkowski

Research Proposal

INTRODUCTION:

Some may say that remembering a song has to do with this melody, repetition and tune but other studies show that this is not always true. There are studies that show that melody and tune have no contribution towards memorization. In my research I will explore how melody is associated with how language phrases affect memorization.

Is it true that music is easy to remember because of its catchy chorus or melody? Do people choose to remember lyrics because they favor it more? Would someone be able to remember the words to a song that they didn’t like? Songs can be used as a pneumonic device but there is no research that says that songs will always help with long-term memory. In the following research, I will investigate how ulterior motives may have an effect on how individuals memorize lyrics.

LITERATURE REVIEW:

            Research conducted by Rainey and Larason, Two songs were song, "pop goes the weasel" and "yankee doodle" were played and measured the number of trials to learn the list initially and the number of trials to learn the list a week later. After coding and analyzing, the researched concluded that there was no advantage of the music but the participants, but the individuals who heard the sung version required fewer trials to relearn them.

After the lyrics were read with no rhythm, read with influence of rhythm and read with rhythm and beat, there was no significant difference in verbatim recall of the total lyrics. The combination

of melody, rhythm and text is the promoter to relearn because of information but it doesn't measure long-term recall.

         In other research conducted by Whitney Sim’s, spoken words and sung words (at different paces) were played to participants and how accurately they recalled the words were recorded. She hypothesized, that the slower the song tempo was, the more likely it would be remembered. Contrary to her hypothesis, spoken words were remembered better than sung words.

        

In conclusion, no response of memory was due to presentation of rate. It pointed out that more the only meaningful memorizations of songs were when the text connected to a melody that was already known. Therefore, the more meaningful the text was, the more it created a difference in initial learning. Consequently, memorization did not have to do with pace or melody, but “dual-coding,” which is the combination of knowing a previous song with new words.