Classical music was used to mask background noise in classes of children with learning disabilities. Fifty-three children in eight classes were given mathematics worksheets to complete while conditions of music and noise were alternated. The children served as their own controls. Each assignment was checked for accuracy and rate, and comparisons were made on the basis of age, difficulty of mathematics level, and intelligence, as well as overall group performance between conditions. No significant difference was found between the conditions, nor was there any noticeable interaction between the variables tested.
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