The Effect of Preparatory Set on Musical Response in College Students

Abstract

In this study, I explored the effect of three specific dimensions of preparatory set—(1) self I perception of musicality, (2) attitude toward generalized style concepts and attitude as valuing of music experiences, and (3) beliefs and expectations of the music listening experience—on the cognitive-affective response to music. Results demonstrated that: (a) self-perception of musicality affected response, with greater musicality corresponding with a more cognitive response; (b) general attitude toward music activity had a major effect on response; (c) attitude toward the concept of “classical” music differentiated between high and low attitude level groups, with the subjects having the more positive attitude demonstrating a more cognitive response to all styles; (d) a difference in attitude toward jazz was related to a difference in response to all three styles (the response to music in general was more cognitive for the subjects with the more positive attitude toward jazz); (e) the group having a more positive attitude toward country music differed significantly in response from the group with a less favorable attitude; and (f) of the five expectation variables examined, only expectation of popular music had an effect on response. Both the low-expectation and medium-expectation groups differed from the high-expectation group. The high-expectation group indicated expectation of a more intellectual experience with music.

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