本研究旨在探討由背景音樂引起之情緒喚醒和情緒向性與工作記憶、閱讀理解之關係。目的在於了解聆聽背景音樂的媒體多工行為是否會對學習或工作記憶帶來負面影響以及首次將情緒分為兩個構面進行聯合操弄並應用在工作記憶的研究領域。實驗招募了30位18至25歲非主修音樂且擁有大學以上之學歷作為受測者，實驗為期五天，受測者將會在無背景音樂以及四首能引起不同程度之情緒喚醒與不同情緒向性的背景音樂，五個不同情境下進行閱讀測驗以及工作記憶中的更新任務和逆序數字廣度測驗，每天隨機挑選一個情境進行30分鐘內的實驗。實驗資料以重複測量變異數分析及Bootstrap進行檢定，以了解不同情境之下各個任務表現的差異和變數間的中介效果。結果有以下發現： 一、驗證工作記憶更新能力與閱讀理解有高度相關，工作記憶更新能力越好者，在閱讀分數有較好的表現。 二、聆聽能引起高情緒喚醒且正向情緒的背景音樂，在工作記憶的更新任務和閱讀理解的表現是最好的。 三、聆聽背景音樂並不會為工作記憶更新任務與閱讀測驗的成績帶來顯著負面影響。 四、更新任務成績部分中介背景音樂引起之不同情緒對閱讀分數的正向影響。 根據研究結果，本研究提出相關建議，作為背景音樂、情緒、工作記憶以及閱讀學習領域的未來研究之參考。 ;This study aims to explore the relationship between emotional arousal and emotional valance induced by music with working memory and reading comprehension. The purpose of this study is to investigate whether listening to background music while studying, i.e., the media multitasking behavior, would affect reading or working memory. This study classifies emotion to two dimensions, namely emotional arousal and emotional valance, and jointly manipulates in the field experiment. The experiment recruited 30 participants who are non-music majors. All participants are between18 and 25 years old. Their education levels are college graduates or beyond. The field experiment lasts for five consecutive days and on each day it takes less than thirty minutes for participants to complete the tasks. On each day each participant was randomly assigned to one of the five treatments. The no background music and four types of background music representing different degrees of emotional arousal and different emotional valances manipulation. Reading tests and working memory’s updating task and digit span backward task will be done in five different contexts. The experimental data were analyzed by repeated measures ANOVA and Bootstrap to understand the differences in the performance of each task under different situations. As a result, the following findings were found: 1.Working memory updating is highly correlated with reading comprehension, and those participants who are with better working memory updating ability perform better in reading tests. 2.Participants who listen to high emotional arousal and positive emotional valance induction background music outperform in the working memory updating tasks and reading tests. 3.Participants who listen to background music did not perform significantly worse than their counterparts in working memory updating tasks and reading tests. 4.The positive effects of different emotions induced by background music on reading scores were partially mediated by working memory updating task. Based on the findings, this study makes recommendations for future research in the areas of background music, emotion, working memory, and reading learning.
