Working memory modulates the effect of music on word learning

Abstract While anecdotal evidence suggests that music may facilitate verbal memory, empirical for this is less clear. Here, we examined whether learners’ characteristics such as age, working memory (WM), and musical training influence the effect of on word learning. Young older adults learned novel word-referent mappings presented in three conditions (spoken presence background music, sung in-key, out-of-key) a control condition quiet) their performance was assessed immediately after We found whereas age and, to an extent, had general learning, WM modulated music: worse relative learners with lower opposite pattern observed those higher WM. Our results thus highlight importance considering individual determining memory.