Abstracts - Earli

affect the recall of earlier memorised verbal material in English version. One hundred sixty onehigh school students were the subjects. The obtained results showed significant differences inrecall between the instrumental and English, English and Polish and also instrumental and controlgroups respectively. Vocal music in English version decreased the amount of the recalled materialwhile the instrumental music increased it. In the second and third investigation the same music andthe same list of Polish words were used. The aim of the investigations was to check whetherinstrumental music – Mozart, Abba composition in instrumental version and unknown music(Chinese folk music) improve or disturb memory processes when it accompanies memorization (inthe first investigation) or precedes recall (in the second). Both investigations were conducted inindividual conditions with university students, respectively 100 and 80 subjects in the first andsecond investigation. The results showed that the influence of music is very weak, although in linewith the hypothesized positive influence of Mozart and Abba, and a negative one of Chinesemusic. In the last investigation with 136 high school students, the effects of music preceding oraccompanying memorization were the focus of interest. The investigation was conducted in groupswith instrumental and vocal, English, versions of the same composition, and subjects were askedto memorize a list of English words. No significant differences were found between the groups. Inthe general discussion different mechanisms of the potential influence of music on memoryprocesses are put forth: priming, Mozart effect, proactive and retroactive interference.The influence of diagrams on chemistry learningJodi Davenport, Carnegie Mellon University, USADavid Klahr, Carnegie Mellon University, USAKen Koedinger, Carnegie Mellon University, USADo diagrams during instruction always improve learning? Well-controlled studies in cognitivepsychology labs have shown that adding a picture to text increases performance on transfer tests(e.g., Mayer, 1999), and researchers have suggested that coordinating multiple representations canlead to deep conceptual understanding (e.g., Ainsworth, 2006). In the current study, weinvestigated whether diagrams would lead to improved learning when they are incorporated into arequired homework assignment in a college chemistry course. Eighty-nine students were randomlyassigned to read either a tutorial with molecular level diagrams (Diagram+Text condition) or atutorial with identical text but no diagrams (Text-only condition). While students in bothconditions made significant learning gains from pre to posttest on multiple choice questions (p