The Effect Of Emotions Induced By Background Music On Executive Function Of Senior High School Students

In recent years,the combination of cognitive psychology and music psychology has led more and more scholars to carry out research on the impact of music on cognition.But each has its own theory and viewpoint.There is no consistent conclusion about the effect of different emotions induced by different music on cognition.This study attempts to explore the effects of mood induced by background music on individual executive function from both behavioral and electrophysiological.Verify whether the effect of music-induced emotions on the cognition of high school students promotes or hinders.Provide some feasible opinions and suggestions for the future psychological health work of students.To help high school students improve their academic performance and promote the development of mental health in an easy-to-accept way.In this study,we used experimental methods to design a total of three experiments to explore.Experiment 1: Select 32 senior high school students to receive stimulation from three backgrounds(positive music,negative music,no music),complete the digital Stroop test task of the suppression control component in the executive function,and record the EEG signals using event-related potential technology;Experiment 2: Select 32 senior high school students to receive the stimulation of three backgrounds respectively,complete the 2-Back test task of the information refresh component of the executive function,and record the EEG signals using event-related potential technology;Through statistical analysis of the behavioral data and EEG data of high school students performing functional tests on three different music backgrounds,the results found that:(Ⅰ)The effect of different background music on the control components: response time and error rate show significant main effects of task category.The error rate shows the interaction between background music and gender differences.Under the positive emotions and negative emotions induced by music,the error rate of female subjects inconsistent conditions is significantly higher than that consistent conditions.And in negative emotions,the error rate of female inconsistent conditions is significantly higher than that of male.The observed amplitude and latency of the P300 component show a significant main task type effect,the amplitude and latency of inconsistent conditions are components shows that the positive and negative emotions have an impact on the inhibition and control ability of senior high school students,but there are gender differences.Under the negative emotions,the inhibition ability of female students is worse than that of male students.(Ⅲ)The effect of different emotional music on refreshing components is that positive emotion promotes the ability of refreshing information,while negative emotion hinders the ability,and there are ethnic differences.Ethnic minority students have better performance in refreshing information under positive emotional music than under negative emotional music.(Ⅳ)The effect of different significantly greater than that of consistent conditions.There is also an interaction effect between the amplitude and the electrode point,and the latency shows that the main effect of the electrode point is significant.(Ⅱ)The influence of different background music on the information refresh component: no effect on response time,error rate shows significant main effect of background music.The highest error rate is in the background of negative music,and the lowest is in the background of positive music.And there are ethnic differences,under the background of no music and negative music,the error rate of minority students is higher than that of Han ethnic students.The error rate of minority students under the background of positive music is lower than that of negative music.The main effect of the brain position of the amplitude of the P300 component observed is significant,the largest on the left.And the interaction effect with the position of the brain is significant.There is a main effect of background music and brain position during the latency,and it interacts with ethnic differences.Under positive emotional music,the latency of the P300 on the left side of the brain of ethnic minority students is longer than that in the middle.(Ⅲ)The influence of different background music on cognitive flexibility components: The reaction shows a significant main effect of background music,the longest reaction time in the negative music background,the shortest reaction time in the positive music background.And there are ethnic differences,and the reaction time of minority students under positive music is significantly shorter than that of negative music and no music background.The error rate has no effect.The detected N200 amplitude has a significant main effect of background music,with the largest negative music amplitude.There are also interaction effects with ethnic groups and favorite music types.The Han ethnic subjects who like classical music induced significantly more volatility under positive music than those without a musical background.There are ethnic differences in the latency.The latency of Han subjects under the background of positive music and no music is longer than that of negative music.Analysis conclusion:(Ⅰ)The effects of different background music-induced emotions on inhibitory control components are shown as positive and negative emotions have an effect on the inhibition and control ability of high school students,but there are gender differences.Negative emotions,female students’ ability to inhibit and control is worse than men’s.(Ⅱ)The influence of different background music-induced emotions on refresh components is expressed as positive emotions promote the improvement of information refresh ability,negative emotions hinder this ability,and there are ethnic differences.Minority students have better information refreshing ability in positive emotions than in negative emotions.(Ⅲ)The influence of different background music-induced emotions on the components of cognitive flexibility is manifested in positive music,which accelerates the play of cognitive flexibility of senior high school students,and is more obvious among minority students.For Han students who have a preference for music genres,the use of cognitive flexibility requires more cognitive resources.(Ⅳ)Music capable of inducing positive emotions promotes executive function of high school students,and there are differences in preference for gender,ethnicity,and favorite music types.