The present research was designed to assess the effects of music on activity and academic performance among retarded children. Thirty-six children were divided into low, medium, and high distractible groups on the basis of teacher ratings. Subjects performed arithmetic problems under each of three conditions: calming music, exciting music, and no music. There were no significant differences in math performance which could be attributed to the different conditions of music. The only significant finding was that the low distractible group performed significantly better than medium and high distractible groups.
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