The Effect of Music Listening on a Computer Programming Task
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Information systems professionals are experiencing workplace stress and loss of productivity during the design and coding phases of systems development. This study focused on the effect of music listening on anxiety and task achievement in a computer programming exercise. Subjects were 72 undergraduate students enrolled in an “Introduction to Programming” course at the University of Windsor in Southern Ontario, Canada. To assess the benefit of music listening on anxiety and task achievement, subjects were assigned to one of three conditions: control, primer or periodic. The primer group received music listening prior to the programming task while the periodic group listened to music prior to and throughout the programming task. One-way ANOVA results indicated a statistically significant difference in anxiety level between control and music groups with the greatest difference following the initial music listening. Repeated measures analysis revealed the least amount of anxiety level across time for the periodic group. There was no significant difference in syntax and logic task achievement between groups. However, the periodic group scored the highest means in both programming tasks.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it