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| An eye movement study on the influence of background music on primary school students’ reading comprehension |
| SHAO Hongning1,2, GUO Shasha1, CHENG Ming1, LI Wenhui1 |
1 College of Preschool and Primary Education, Shenyang Normal University, Shenyang 110034;
2 The College of Health Humanities, Jinzhou Medical University, Jinzhou 121001 |
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Abstract This study used eye movement technology to explore the influence of background music on primary school students’ reading comprehension through two experiments. In experiment 1, participants were asked to complete reading comprehension of different difficulties with or without background music. In experiment 2, participants were asked to complete reading comprehension of different difficulties with sad or cheerful background music. The results indicated that difficult reading materials increased the cognitive load of primary school students in reading comprehension and hindered the early processing of key sentences. Background music could improve reading speed and facilitate the early processing of key words in difficult reading. Cheerful background music could promote primary school students’ early processing of key sentences in reading materials, especially to improve the recognition speed of simple reading, while sad background music is conducive to the processing of key words in difficult reading materials.
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