A Comparison of the Effect of Major- Versus Minor-Keyed Music on Short-Term Cognitive Performance

Abstract

Music cognition is an interdisciplinary field combines music theory with cognitive science to maximize the brain’s potential. Several variables like tempo and instrumentation have been researched in music’s effect on cognition, but many, such as key, remain. This pilot study sought to initiate an effort towards: (a) examining the hypothesis that there is a difference between major- and minor-keyed music’s effect on cognitive performance, (b) utilizing a single-subject design to account for music cognition’s individual differences. Three participants listened to an instrumental excerpt in major key, minor key, and silence while completing elementary arithmetic tests as a metric of cognitive performance. The number of correct responses determined the participant’s cognitive performance for that session. Each participant’s responses were individually examined through a visual analysis. Two participants supported the hypothesis, favoring the major key; one performed best with the silent condition and demonstrated no distinction between the major and minor key. These results suggest individual differences are a key contributor to music’s effect on cognitive performance. Future studies should incorporate single-subject designs to account for these differences. Until future research is done to confirm major-minor’s relative efficacy, individuals should continue studying to the music (or lack of music) that confines to the variables already proven to increase cognition.