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This poster represents investigation of the potential effect of musical pantophagy (defined by the present author as broad music consumption) on self-report preference ratings for select musical examples resulting from a repeated listening protocol. Previous research indicated that preferences for musical stimuli increased over time as a result of the “mere exposure effect” (Madison & Schiolde, 2017) and that increased preferences transferred to unfamiliar exemplars from the same stylistic genre (Johnston, 2015). Extant research has indicated that broad musical tastes and preferences are more desirable than their delimited counterparts (Droe, 2006, Gates, Madesen, Jellison, & Yarborough, 2000, O’Brien, 1986) but little justification for this assumption is made. The authors of the present inquiry examined data for the potential impact of broad taste on initial receptivity and on changes in preference over time. We hypothesized that initial preference ratings would be higher for participants who indicated a greater degree of musical pantophagy and that changes in preference would be greater for participants who indicated greater pantophagy. Contrary to hypothesis, results suggested that the number of music types consumed did not have a significant impact upon changes in preference over time. However, because preferences changed significantly for all participants regardless of degree of musical pantophagy, repetition over time is an effective strategy by which to impact affective response to music. Secondarily, we went back to examine possible relationship between initial receptivity and musical pantophagy, finding no significant association between pantophagy and initial receptivity. We then wanted to determine if there is a relationship between classical music consumption and pantophagy. Results suggested that individuals who listen to classical music tend to listen to a broader variety of music in comparison to individuals who do not listen to classical music. It is possible that limiting consumption to only popular genres is a greater predictor of pantophagy than the number of types of music consumed.

The implications of the present study are of importance for educators who desire to positively impact student attitudes toward music, suggesting that repetition of a stimulus is an effective means by which to increase preference for music presented in class. In addition, increases in preference for formal art music are related to degree of musical pantophagy. Finally, because results suggest that initial receptivity is not strongly predictive of changes over time, educators should not be concerned with how much students initially like or dislike music that is foreign to them.


This is a metadata-only record.



  • Subject
    • Visual Arts

  • Department
    • Center for Teaching, Learning and Leadership, Academic Affairs

  • Institution
    • Gainesville

  • Event date
    • 15 November 2019

  • Date submitted

    19 July 2022

  • Keywords
  • Additional information
    • Author Biography:

      Rebecca Johnston is Associate Director currently serving as Interim Director of the Center for Teaching, Learning, and Leadership at the University of North Georgia, where she administers a team of center directors and associated fellows who provide faculty development programming to the university at large. In her role, she oversees the management of leadership and teaching awards, conducts assessment of faculty programs, develops and presents programming on a wide range of pedagogy topics, serves on the Georgia LEAP State steering committee, and provides leadership in carrying out the CTLL strategic plan. Dr. Johnston holds the Ph.D. in music education from the University of South Carolina, the M.M. in music education from the University of South Carolina, and the B.M. in music education from Georgia State University. She additionally holds early childhood music certification from GIML (The Gordon Institute of Music Learning). Her fields of scholarly expertise are affective response to music, vocal pedagogy, quantitative human studies research, and teaching and learning pedagogies, and her work is published by the international journal Psychology of Music. Forthcoming publications include a book chapter regarding faculty development, to be published by Routledge, and a music appreciation textbook to be published by Affordable Learning Georgia. In addition, Dr. Johnston is an active clinician and has presented at state and national conferences across the United States. Research underway includes an investigation of music taste and preference and an examination of Mindfulness instruction on changes in preference over time. CTLL is a unit of Academic Affairs under the Office of Research and Engagement.