I made a LaTeX beamer presentation and I would like to add background music to some of the slides. I did manage to play something using the media9 package, but only on a single slide, i.e. the sound stops when going to the next slide. Is it possible to embed a soundfile, let's say an MP3, that starts playing at a specific slide x and stops at another slide y (using media9 or any other package)?
There is a deactivate option with media9 inclusion command \includemedia. Default setting of deactivate is pageclose to unload the media player upon page change. If set to onclick, the media keeps playing in the background.
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In many food marketing contexts products are sampled while music is played in the background. The purpose of this paper is to examine whether changing the pleasantness of background music while tasting two identical products in succession may influence the experience of taste and preference.
Two studies were conducted. In Study 1, 60 participants were asked to taste two identical cookies, one with pleasant and one with unpleasant background music, in differing orders. In Study 2, 60 participants tasted two cookies with two unpleasant musical pieces and 60 participants tasted two cookies with pleasant background music. Participants were asked to evaluate each cookie and indicate which cookie they preferred.
In Study 1, a main effect of music was found, with cookies tasted with pleasant background music evaluated as better than those tasted with unpleasant background music. In addition, an interaction between presentation order and music was found, with a stronger difference in evaluation between the cookies when the first is tasted with pleasant background music. In Study 2, no main effect of music was found. A primacy effect was found, with higher evaluations for the first tasted cookie.
All music in this playlist can be legally used in personal and commercial presentations, including PowerPoint slides, business project presentation, educational or historical presentation, real estate, architecture, technology, awards, and many more types of presentations.
You can choose the music that fits the length of your presentation. We have plenty of background music tracks that run for 3, 5, or 10 minutes, as well as short music cues to use as openers or as the ending music.
When choosing music for business presentation, first of all, decide whether you want to create the calm professional background or you want music to take the leading role and deliver some sort of emotional impact.
You can make your PowerPoint presentation more attractive, engaging, and unique just by using the built-in features of Microsoft PowerPoint. Adding PowerPoint animations, slide transitions, and infographics, and using PowerPoint themes help in making the overall presentation visually appealing.
Adding a PowerPoint background music is pretty easy. Microsoft PowerPoint allows you to add and play music to a single slide as well as to the entire presentation. You can add audio to PowerPoint to all or some of the slides. This tutorial guides you on how to add music to PowerPoint from computer audio.
The human brain usually must manage multi-modal information, such as visual and auditory information, simultaneously in the real world. Auditory inputs can hinder visual processing when both visual and auditory stimuli are presented1,2,3. Even if people are instructed to focus on visual inputs while ignoring auditory inputs, the ignored background sounds still interfere with visual processing. A typical example of this phenomenon is the irrelevant speech effect (for a review, see Vasilev et al.4), suggesting that task-irrelevant background speech disrupts the recall of visually presented digits5,6 and text7,8, proofreading9, and sentence or passage comprehension10,11,12. This effect could be attributed to the same cognitive process used for focal tasks, such as semantic processing, when meaningful speech is used as the background stimulus13,14. However, even when the background sounds are noise, this interference effect also occurs15,16,17. Such an effect might be explained by the limited capacity theory of Kahneman18, which posits that the amount of attention is limited, and performing multiple tasks leads to a competition for limited resources when their combined demands exceed the available resources, resulting in poor performance on one task due to an insufficient supply of attention.
Notably, the aforementioned findings were drawn from behavioural investigations. To our knowledge, only one EEG study has examined the effects of the type of background music on cognitive performance, brain wave activity, and heart rate during reading comprehension37. In that study, classical and dubstep music pieces were used as background music. Although the reading comprehension performance was better with the classical music than with the dubstep music background at the behavioural level, the type of background music had no effect on brain activity or physiological responses during reading comprehension. Indeed, even during face encoding, no differences in cortical activity between the background music and silence conditions were found38. The absence of the effect of background music is consistent with a recent study suggesting that background music has no effect on inhibitory functions, as evidenced by no differences in influences on inhibitory functions among relaxing, exciting background music and silence conditions at both the behavioural and electrophysiological levels39. To date, however, little is known about how the brain works when reading tasks are accompanied by background music or not. Thus, one goal of the present study was to investigate how background music affects neural responses during reading comprehension using ERPs.
When music and cognitive tasks are presented successively, music listening can induce a positive mood, increase arousal levels, and improve subsequent cognitive processing40. Indeed, this facilitatory effect has been confirmed in spatial tasks40,41,42,43. Because the music and cognitive task were presented successively in these studies, further examining whether musical arousal can affect cognitive processing when music and cognitive tasks are presented simultaneously is important. Thus, the second goal of the present study was to investigate whether the arousal level of background music modulates the neural responses during reading comprehension.
The present study used ERPs to investigate the effects of background music on neural responses during reading comprehension and its modulation by musical arousal level. The results showed that a larger N400 was elicited in response to world knowledge violations than correct controls during reading comprehension either with or without background music. However, the N400 effect for silence was significantly smaller than those for high- and low-arousal music backgrounds, with no significant difference between the two musical backgrounds. The arousal levels of the participants were not affected by the high- and low-arousal music during the experiment. These findings suggest that background music influenced the neural responses during reading comprehension, and the musical arousal level did not alter the effects of background music on reading comprehension.
The main finding of the present study is that reading comprehension elicited a larger N400 effect with background music than without background music. The classical N400 effect, which manifests in a larger negative amplitude for semantically incongruent sentences than for congruent sentences, reflects semantic processing51,65,66. This N400 effect has also been observed in response to sentences with world knowledge violations47,48,49,50,67,68,69. The amplitude of N400 is assumed to reflect the difficulty of integrating the coming word into the preceding context52,53,54. The higher that the difficulty of integrating the violations into the preceding context or world knowledge is, and the greater that the efforts deployed by the brain for the integration are, the larger that the N400 is52,53,54,55,56,57. Therefore, the different N400 effects in our study could indicate that the background music groups required more effort deployed by the brain to integrate violated words into pre-existing world knowledge than the silence group. In other words, compared with the silent context, the presence of background music increased the difficulty of neural processing during reading comprehension.
Although the reading stimuli in the present study were written in Chinese, an ideographic language, this fact is not a limitation of the study. Specifically, previous studies have demonstrated that world knowledge violations can elicit an N400 effect relative to correct controls, not only in Chinese48,68 but also in other languages using alphabets, such as English49,69, Dutch50,74 and German47,67,75. These findings indicate that the difference between ideographic and alphabetic languages does not affect the neural processing of world knowledge integration in sentence comprehension. On the other hand, regarding the background music, our background stimuli were selected from Western tonal music composed in the Baroque and Classical periods. It is well known that Western tonal music has been widely spread in many areas of the world. Due to familiarity with tonal conventions of Western music, both Western76,77 and Chinese listeners78,79 can process Western tonal structures and exhibit similar neural responses to these tonal structures. Therefore, our findings could be applicable to many other populations who speak alphabetic languages.
Music is the language of emotion. It says what cannot be said with words. If you work on a major presentation and want it to make a real impact on your audience, think of it as an emotional narrative. You want to stir the feelings of your audience as much as you want to impress facts on them. These two goals are closely related. The question to ask is, what do you want your audience to feel? 0852c4b9a8
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