Factors affecting implicit learning whilst listening to music.

Potential developmental transfers

Abstract

Implicit factors of learning may lie behind the gap between Individual abilities and the proximal, i.e. closest development zone (Magyaródi, 2016). The literature suggests that emotional implicit content and emotions can be linked to the background of learning (Lorin et al., 2001). That is to say, the specialist literature indicates that the facilitation of memory functions is also accessible via emotional and implicit content. In the case of reading, it has already been shown that in the case of profound dyslexia, when both the phonological and semantic pathways are damaged (Pritchard et al., 2012), a reading subfunction can nevertheless be created. For those with aphasia partial speech production can for this reason be achieved through singing (Fekete, 2021). Music, as a potential source of implicit content, can therefore have a demonstrably developmental effect just as in the case of cognitive functions, such as memory. In terms of resources available for our research, we have tried to justify a narrow segment of this following a quantitative strategy. Our hypothesis is that during passive music listening with repetitions, participants are able to recognise pre-stressed musical transitions in the music excerpts played in alternating sequences through perceptual, implicit learning (Baddeley, 2003). Our research question is also aligned with this proposition, since if the hypothesis is verified we can also answer the research question of whether or not passive music listening can be understood as implicit learning. If implicit learning can be proven, as it is passive while listening to music, the developmental effect of music on the previously mentioned speech is confirmed, just as in the case of reading problems. After all, as it is created during the damage of the explicit pathways in the case of dysfunctions, implicit learning can mean the way to their avoidance.