A Song on the Brain Reading Answers : IELTS Reading Practice Test

Candidates can check all the solutions for the IELTS Reading Practice Test, and the passage named "A song on the brain".

The passage below "A song on the brain" is inspired by IELTS Tests. You should spend about 20 minutes on Questions 1-13, which are based on the reading passage 1. A song on the brain reading answers with detailed explanation for each section is available in the article below. One can download A_Song_on_The_Brain_Reading_Answers_PDF for better preparation.

A song on the brain

Some songs just won't leave you alone. But this may give us clues about how our brain works

1. Everyone knows the situation where you can't get a song out of your head. You hear a pop song on the radio - or even just read the song's title and it haunts you for hours, playing over and over in your mind until you're heartily sick of it. The condition now even has a medical name 'song-in-head syndrome'.
2. But why does the mind annoy us like this? No one knows for sure, but it's probably because the brain is better at holding onto information than it is at knowing what information is important. Roger Chaffin, a psychologist at the University of Connecticut says, 'It's a manifestation of an aspect of memory which is normally an asset to us, but in this instance it can be a nuisance.'
3. This eager acquisitiveness of the brain may have helped our ancestors remember important information in the past. Today, students use it to learn new material, and musicians rely on it to memorise complicated pieces. But when this useful function goes awry it can get you stuck on a tune. Unfortunately, superficial, repetitive pop tunes are, by their very nature, more likely to stick than something more inventive.
4. The annoying playback probably originates in the auditory cortex. Located at the front of the brain, this region handles both listening and playback of music and other sounds. Neuroscientist Robert Zatorre of McGill University in Montreal proved this some years ago when he asked volunteers to replay the theme from the TV show Dallas in their heads. Brain imaging studies showed that this activated the same region of the auditory cortex as when the people actually heard the song.Best headphones deals
5. Not every stored musical memory emerges into consciousness, however. The frontal lobe of the brain gets to decide which thoughts become conscious and which ones are simply stored away. But it can become fatigued or depressed, which is when people most commonly suffer from song-in-head syndrome and other intrusive thoughts, says Susan Ball, a clinical psychologist at Indiana University School of Medicine in Indianapolis. And once the unwanted song surfaces, it's hard to stuff it back down into the subconscious. 'The more you try to suppress a thought, the more you get it,' says Ball. 'We call this the pink elephant phenomenon. Tell the brain not to think about pink elephants, and it's guaranteed to do so,' she says.
6. For those not severely afflicted, simply avoiding certain kinds of music can help. 'I know certain pieces that are kind of "sticky" to me, so I will not play them in the early morning for fear that they will run around in my head all day,' says Steven Brown, who trained as a classical pianist but is now a neuroscientist at the University of Texas Health Science Center at San Antonio. He says he always has a song in his head and, even more annoying, his mind never seems to make it all the way through. 'It tends to involve short fragments between, say, 5 or 15 seconds. They seem to get looped, for hours sometimes,' he says.
7. Brown's experience of repeated musical loops may represent a phenomenon called 'chunking', in which people remember musical phrases as a single unit of memory, says Caroline Palmer, a psychologist at Ohio State University in Columbus. Most listeners have little choice about what chunks they remember. Particular chunks may be especially 'sticky' if you hear them often or if they follow certain predictable patterns, such as the chord progression of rock 'n' roll music. Palmer's research shows that the more a piece of music conforms to these patterns, the easier it is to remember. That's why you're more likely to be haunted by the tunes of pop music than by those of a classical composer such as J. S. Bach.
8. But this ability can be used for good as well as annoyance. Teachers can tap into memory reinforcement by setting their lessons to music. For example, in one experiment students who heard a history text set as the lyrics to a catchy song remembered the words better than those who simply read them, says Sandra Calvert, a psychologist at Georgetown University in Washington DC.
9. This sort of memory enhancement may even explain the origin of music. Before the written word could be used to record history, people memorised it in songs, says Leon James, a psychologist at the University of Hawaii. And music may have had an even more important role. ‘All music has a message.' he says. ‘This message functions to unite society and to standardise the thought processes of people in society.’

Questions 1-9
The reading passage has nine paragraphs: A – I
Choose the correct heading for each paragraph from the list of headings below
Write the correct numbers, i –ix in boxes 1-9 on your answer sheet. 
NB There are more headings than paragraphs so you will not use them all. 
List of Headings

i. The mind’s eager memory and its downsides
ii. Scientific investigation into why songs stick in our minds
iii. Learning benefits from music-based memory techniques
iv. Why certain tunes become “sticky”
v. The role of repetitive music in memory formation
vi. Medical insights into “song-in-head syndrome”
vii.The function of the auditory cortex in recalling songs
viii. Methods to avoid unwanted mental “loops”
ix. Frontal lobe function in controlling memories
x. Societal unity through early musical memory
xi. Techniques musicians use to control mental repetition

Questions 10-13

Do the following statements agree with the information given in Reading Passage?

In boxes 10-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this