Correct me if I'm wrong but I don't think there are much lyrics in any of PZ songs. It's (in my opinion, again, correct me if I'm wrong) more or less vocal music, where one uses (in our case, a woman) his/hers voice to express feelings which language/words cannot. Like an expression of pain, sorrow. However it does seem like there are few words in the song (or even a line/verse but it again goes back to vocal, 'humming' in a way) but I doubt those words solely would paint you a better picture of what the artist is trying to tell you.

Because of what i posted above, i love music and i just can kick back and enjoy it playing in the background, but sometimes you wonder what context the soundtrack has with the game, and as i posted above, i dont think the context fits unless it means that you miss peace and happines in the game, which would be cool and sad at the same time.

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Italian here, this don't look latin at all, but some eastern europe languages are also latin based so we'd need a rumenian or someone around that area to tell for sure it's not latin based. For sure it's not italian french spanish or latin. Tbh I think it's just some kind of vocalism with no meaning at all and I'd be fine with it, I hate how the only known memebrs of any group are singers and guitarists, the modern sounds reflect that and due to that I listen music balanced between instruments, this ost is pretty nice as it is without lyrics imo

I have not been able to discern any telltale evidence of what's causing/playing the music. No notifications, not sure where to look for log files to examine? I have MWB installed....and the phone scans clean.

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Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning.

The exposure to vocal or instrumental background music during encoding did not influence verbal learning. We suggest that the participants are easily able to cope with this background stimulation by ignoring this information channel in order to focus on the verbal learning task.

It is a popular believe that background music during learning exerts beneficial effects on learning. For example, a modern internet platform provides playlists claiming to improve learning and mental focus ( ). The idea that listening to background music boosts learning has a long tradition and has especially been proposed by Georgi Lozanov, a Bulgarian psychotherapist [1] who developed a teaching method (suggestopedia) in which background music (mostly classical music) during learning plays a pivotal role. In a 1993 review 10 studies were summarized [2] supporting this view. Nine of the reviewed studies used classical music as background stimulation (mostly baroque music which has been suggested by Lazanov to be the most efficient learning enhancer).

A recent paper has focused on the role of background music on memory consolidation [6]. The authors identified that listening to arousing music (irrespective of the experienced valence of the presented music) during memory consolidation improved memory performance. This effect has been attributed to a kind of general neurophysiological arousal associated with the depletion of glucocorticoids and catecholamines enhancing memory consolidation. A further paper supported this view in demonstrating that listening to relaxing music during memory consolidation reduces memory performance [7] thus supporting the view that neurophysiological arousal is beneficial for consolidation.

However, negative or non-existing effects have also been reported. For example Salame and Baddeley [8] reported that listening to background vocal music during encoding interferes with verbal learning and results in reduced memory performance. A more recent study of our group studied the influence of auditory background melodies on verbal learning and identified no influence on recall performance [9]. However, the simultaneously recorded EEG revealed that background music increases cortical activation, most likely indicating increased cortical (and cognitive) effort to inhibit and down-regulate the interfering melodies to achieve good performance in verbal learning. Thus, this study supports the view that although there might be no difference in the behavioral measures of verbal learning there are however, neurophysiological indices indicating the increased effort for learning while simultaneous background music stimulation was present. In some way this finding supports the wealth of studies supporting the view that background music mostly acts as a distraction to the primary tasks [10, 11].

In this experiment we are interested in readdressing the question whether background music might have an effect on verbal learning. Based on our first experiment in which we found no effect of background stimulation on verbal learning [9] we redesigned our experimental design. First of all we now use real music and not as in the first experiment artificial tone sequences. Second we examined a larger sample, and thirdly, we studied how learning performance changes during the course of repeated learning in the context of background stimuli. It might be possible that background music exerts its negative (or positive) influence at different stages of learning. For example, background music could be more disturbing at the beginning of learning and the learner might adapt to the background music after a while. In addition, we are interested in studying whether vocals and instrumental music might influence verbal learning differently. Since the primary task is to learn words, vocal music might interfere more strongly with the encoding and recall of verbal material than instrumental music.

Average recall performance (and standard errors of the mean) for the 7 recall stages (r1-r7) broken down for the three groups (control, vocal, and instrumental music). Recall 5 (r5) and recall 6 (r6) were conducted 10 and 30 minutes after recall 4 (r4). Recall 7 (r7) was conducted 2 weeks after the experiment. The participants of the vocal and instrumental groups received background music stimulation during the learning sessions r1-r4. The recall scores presented here are adjusted for psychometric intelligence.

Interestingly, there was no specific influence of the particular type of music on learning since vocals or instrumental music did not differ in terms of their non-detectable influence on learning. This is particularly important because we hypothesized that listening to vocals during learning would interfere especially with encoding, consolidation, and recall of verbal material. However, there was no strong and statistically significant influence of listening to vocals on verbal learning.

It is worth mentioning that there was even no positive and enhancing effect on verbal learning, an effect, which has been proposed by several researchers and theoreticians. For example it has been proposed that music would activate the brain thus evoking supporting chemical reactions (e.g., depletion of glucocorticoids and catecholamines) [6, 7].

A possible reason for the non-existing influence of background music on verbal learning could be that verbal learning of this material was too easy. If the background music was too easy it could be not disturbing enough in order to interfere with verbal learning. If we would have used more demanding verbal stimuli (e.g., words in a foreign language) it might have been possible that more processing resources would have been devoted to control encoding, consolidation, and recall. Thus, background music might have been more interfering in this situation, like a kind of dual task, with background music as the secondary task and verbal learning as the primary task. 0852c4b9a8

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