Music can be defined as sounds from vocal vibrations or instruments and at times both combined in a manner likely to lead to beauty in sound form, harmony, and emotional expression. Concentration is a situation in which one focuses his or her attention on doing something. Since music evokes emotions, it can lead to concentration through these emotions. Music, therefore, has a connection with the emotional concentration of individuals. Emotional concentration is responsible for one’s interest in paying attention to the music being played.
Music can be used to evoke strong emotions and emotions enhance memory processes. In this regard, music enhances memory processes. This logic is true when particular music has been attached to a particular event. It is often the case that an individual would be able to retrieve the occurrences in a particular event by remembering the music that played at that event. Music attracts the attention that long-term memory gives to an event by adding a strong feeling of knowing which is often evoked when one hears the music of a past point in time. The music helps in memory retrieval by bringing back the feeling one experienced during the playing of such music.
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Behavior which arises through to cognition is a goal-oriented and feedback controlled one. Emotional experiences are believed to arise from a feedback controlled process in which acts whether psychological or physical are monitored, as compared to goals. Then, there follows an adjustment to ensure a decrease in the current state and the goal state. A gap leads to an adjustment mechanism triggered by a neutral error signal. At such a point, affective tags become infused into all images. The tags link the images with what would be emotional. These tags increase the efficiency of how decisions are made. There is an aesthetic reception of motivation from emotional systems with which they are intertwined. This also accounts for the psychological involvement of musical aesthetics.
A student who finds a particular subject difficult to commit to memory as it may be can take the opportunity of reducing that particular subject into beats of a song. This may in the process commit it to memory. Instead of reading the subject while listening to music in which case the phonological loop may be interfered with, the student has the better choice of singing the subject altogether.
