2020 | 11 | 1 | 273-280
Article title


Title variants
Languages of publication
Aim. The aim of the study is to identify what techniques students use to memorise song lyrics, how much time is needed to do that, and whether and in what way their parents help them learn the song. The theoretical part of the study analyses previous researches on memorisation in the context of general psychology, age-related psychology, and music psychology. Method. The empirical study involved 47 (N=47) second-grade students of the comprehensive school (25 girls and 22 boys). Three study questions are raised in this paper: what techniques do students use to learn how to memorise song lyrics? How much time does a student need to learn singing a song by heart? Do parents help students memorise the song lyrics and in what way? To answer these questions, after having sung a song by memory each student was asked to write an essay about his/her thoughts on how he/she had learned this song at home. The content analysis was used in order to process the information contained in the essays and thus obtain a concise and detailed description of the song memorising techniques.  Results. As a result of the obtained data analysis, it was determined that the most commonly used memorising techniques were: reading the song lyrics, singing the lyrics, and repeating them several times. The study also revealed that slightly more than half of the students did not get any parental assistance to learn a song by heart. Conclusion. The students who learn to sing a part of a song by heart during music lessons need less time to learn the whole song at home when compared with those students who do not learn parts of the songs in class.
Physical description
  • Faculty of Education, Psychology and Art, University of Latvia Imantas 7.linija1, Riga, LV-1083
  • Arnett, J.J. (2016). Human Development: a Cultural Approach. London: Pearson Education.
  • Baddeley, A. (2014). Essentials of Human Memory. New York: Psychology Press.
  • Besson, M., Faïta, F., Peretz, I., Bonnel, A.M., Requin, J. (1998). Singing in the Brain: Independence of Lyrics and Tunes. Psychological Science, 9(6), 494-498.
  • Bower, G. H., Clark, M. C., Lesgold, A. M., Winzenz, D. (1969). Hierarchical retrieval schemes in recall of categorised word lists. Journal of Verbal Learning and Verbal Behaviour, 8, 323-343.
  • Brown, P. C., Roediger, H. L., McDaniel M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press: Belknap press.
  • Castle, P., Buckler, S. (2018). Psychology of Teachers. London: Sage.
  • Chase, M., Delaware, B. (2016). Why Can We Remember Song Lyrics Better Than Class-Related Information? Retrieved from:
  • Ginsborg, J. (2002). Classical Singers Learning and Memorizing a New Song: An Observational Study. Psychologie of Music, 30(1), 58-101.
  • Kail, R. V., Cavanuagh J. C. (2016). Human Development: a Life-Span View. Boston: Cengage Learning.
  • Hess, K. (2018). A Local Assessment Toolkit to Promote Deeper Learning. California: Corwin
  • Khansir, A. A., Dehkordi, F. G. (2017). The Role of Motivation in Teaching and Learning English Language. Modern Journal of Language Teaching Methods, 7(9), 72–85.
  • Konantz, E. (2012). The Effects of Music on Memory for a Word List. Journal of learning and Motivation, 50(1), 1-16.
  • Martinovic-Trejgut, N. (2010). The effect of movement instruction on memorization and retention of new-song material among first-grade students. USA: Kent State University.
  • Mazur, J. E. (2017). Learning and Behaviour. New York: Routledge.
  • Musliu, A., Berisha, B., Latifi, D., Peci, D. (2017). The Impact of Music in Memory. European Journal of Social Sciences Education and Research, 10(2), 222-229.
  • Noteikumi par valsts pamatizglītības standartu, pamatizglītības mācību priekšmetu standartiem un pamatizglītības programmu paraugiem [Regulations of the National Standard in Primary Education and the Primary Education Subjects Standards and Program Samples]. (2004). MK noteikumi Nr.468 no 12.08.2014. Rīga: LR MK. Retrieved from (in Latvian).
  • Nilsson, L. G. (1987). Motivated Memory: Dissociation between performance data and subjective reports. Psychological Research, 49, 183-188.
  • Racetta, A., Peretz, I. (2007). Learning lyrics: To sing or not to sing? Memory & Cognition, 35(2), 242-253.
  • Shaheen, S., Perveen, N., Malikz, N. Malikz, S. K. (2013). Motivational Techniques for Effective Learning: A Meta Analysis. Educational Technology, 64, 19170-19176.
  • Sousa, D. A. (2011). How the Brain Learns. London: Corwin.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.