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Nick Perham, a psychology researcher who conducted a major study on music and reading comprehension, gives a summary of music's effect on productivity. Whether it is beneficial or not is dependent on task and the timing of the music.While recent research has found that music can have beneficial effects on creativity, with other areas of performance, the impact of background music is more complicated. Performance is poorer when a task is undertaken in the presence of background sound (irrelevant sound that you are ignoring), in comparison to quiet: this is known as the irrelevant sound effect. The irrelevant sound effect phenomenon arises from attempting to process two sources of ordered information at the same time - one from the task and one from the sound. Unfortunately, only the former is required to successfully perform the serial recall task, and the effort expended in ensuring that irrelevant order information from the sound is not processed actually impedes this ability. A similar conflict is also seen when reading while in the presence of lyrical music. In this situation, the two sources of words - from the task and the sound - are in conflict. The subsequent cost is poorer performance of the task in the presence of music with lyrics. It doesn't matter whether one likes the music or not--performance was equally poor. Whether having music playing in the background helps or hinders performance depends on the task and on the type of music, and only understanding this relationship will help people maximise their productivity levels. If the task requires creativity or some element of mental rotation, then listening to music one likes can increase performance. In contrast, if the task requires one to rehearse information, then quiet is best, or, in the case of reading comprehension, quiet or instrumental music. One promising area of the impact of music on cognitive abilities stems from actually learning to play a musical instrument. Studies show that child

Filler words ("um", "uh", "like", etc) play an important linguistic role in communication. This article explores explains the different types of filler words that exist, as well as the function that they serve in conversation. It also briefly touches on the use of filler words in different demographics.

This article focused on the main types of code-switching and their purposes. This occurs in two main ways: 1) switching/combining two separate languages, and 2) using different accents and dialects around different people. Code-switching can be used both for comprehension and as a group belonging mechanism.

This article discusses a different type of language - cinematic language. It is the way a film communicates with its audience through not just the dialogue, but through the camera shots, the editing techniques, the sound effects, the score, and the story. It is an immersive, vivid form of communication between the filmmaker and the viewer.

A new longitudinal study, led by Mary E. Brushe, a researcher at the Telethon Kids Institute at the University of Western Australia, gathered data from 220 families across South Australia, Western Australia and Queensland with children who were born in 2017. Once every six months until they turned 3, the children wore T-shirts or vests that held small digital language processors that automatically tracked their exposure to certain types of electronic noise, as well as language spoken by the child, the parent or another adult. The researchers were particularly interested in three measures of language: words spoken by an adult, child vocalizations and turns in the conversation. They modeled each measure separately and adjusted the results for age, sex and other factors, such as the mother's education level and the number of children at home. Researchers found that at almost all ages, increased screen time squelched conversation. When the children were 18 months old, each additional minute of screen time was associated with 1.3 fewer child vocalizations, for example, and when they were 2 years old, an additional minute was associated with 0.4 fewer turns in conversation. The strongest negative associations emerged when the children were 3 years old - and were exposed to an average of 2 hours 52 minutes of screen time daily. At this age, just one additional minute of screen time was associated with 6.6 fewer adult words, 4.9 fewer child vocalizations and 1.1 fewer turns in conversation.