The purpose of this study was to ascertain whether seeing the lyrics while learning a difficult song aurally induces less cognitive load in learners compared to not seeing the lyrics, leading to better recall accuracy of the learned song. Cognitive load was assessed through a reaction time measure based on a dual-task paradigm. Recall accuracy of the learned song was measured regarding lyrics, pitches, and rhythm. Thirty-six non-music majors individually learned two songs through prerecorded aural instruction; for one song they saw the lyrics and for the other song they did not see the lyrics. The presentation order of instructional condition and song were counterbalanced. Results showed instructional condition affected cognitive load but not recall accuracy. A path analysis revealed a mediating effect of cognitive load regarding lyrics and rhythm, suggesting seeing the lyrics indirectly increases recall accuracy of lyrics and rhythm through its positive effect on cognitive load. Given limited instructional time, several strategies should be considered to prevent learners from experiencing cognitive overload while learning a difficult song aurally. Showing the lyrics of the difficult song could be one strategy for that purpose, at least for young adults with low levels of musical expertise.

这项研究的目的是确定与听不见歌词相比，在学习一首难听的歌曲的同时看歌词是否会引起学习者较少的认知负担，从而提高所学歌曲的回忆准确性。通过基于双任务范式的反应时间测评来评估认知负荷。测量所学歌曲的回忆准确性，涉及歌词，音调和节奏。三十六位非音乐专业学生通过预先录制的听觉指令分别学习了两首歌曲；一首歌他们看到了歌词，而另一首歌他们没有看到歌词。教学条件和歌曲的呈现顺序被抵消。结果显示教学条件影响认知负荷，但不影响回忆准确性。路径分析揭示了认知负荷对歌词和节奏的中介作用，暗示看歌词可以通过对认知负荷的积极影响间接提高歌词和节奏的回忆准确性。在有限的教学时间下，应考虑采取几种策略来防止学习者在听歌的过程中遇到认知上的负担。为此，至少对于音乐专业水平较低的年轻人，显示困难歌曲的歌词可能是一种策略。