Mozart effect–Shmozart effect: A meta-analysis

Pietschnig, Jakob; Voracek, Martin; Formann, Anton K.

doi:10.1016/j.intell.2010.03.001

Cited by 141 publications

(105 citation statements)

References 47 publications

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“…In contrast, no performance difference was found when participants listened to Albinoni's adagio compared to silence. As noted before, however, the Mozart effect is highly controversial because it has not been consistently replicated (for a review, see Pietschnig et al, 2010). Rauscher and Shaw (1998) argued that numerous replication failures can primarily be explained by the different spatial tasks that have been used.…”

mentioning

confidence: 99%

Music-induced changes in functional cerebral asymmetries

Hausmann

Hodgetts

Eerola

2016

Brain and Cognition

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractAfter decades of research, it remains unclear whether emotion lateralization occurs because one hemisphere is dominant for processing the emotional content of the stimuli, or whether emotional stimuli activate lateralised networks associated with the subjective emotional experience. By using emotion-induction procedures, we investigated the effect of listening to happy and sad music on three well-established lateralization tasks. In a prestudy, Mozart's piano sonata (K.448) and Beethoven's Moonlight Sonata were rated as the most happy and sad excerpts, respectively. Participants listened to either one emotional excerpt, or sat in silence before completing an emotional chimeric faces task (Experiment 1), visual line bisection task (Experiment 2) and a dichotic listening task (Experiment 3 and 4). Listening to happy music resulted in a reduced right hemispheric bias in facial emotion recognition (Experiment 1) and visuospatial attention (Experiment 2) and increased left hemispheric bias in language lateralization (Experiment 3 and 4). Although Experiment 1-3 revealed an increased positive emotional state after listening to happy music, mediation analyses revealed that the effect on hemispheric asymmetries was not mediated by music-induced emotional changes. The direct effect of music listening on lateralization was investigated in Experiment 4 in which tempo of the happy excerpt was manipulated by controlling for other acoustic features. However, the results of Experiment 4 made it rather unlikely that tempo is the critical cue accounting for the effects. We conclude that listening to music can affect functional cerebral asymmetries in well-established emotional and cognitive laterality tasks, independent of music-induced changes in the emotion state.

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mentioning

confidence: 99%

Music-induced changes in functional cerebral asymmetries

Hausmann

Hodgetts

Eerola

2016

Brain and Cognition

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“…Mozart stimuli were shown to have conflicting effects on measures of cognition including a large effect on cognitive test outcomes in one analysis (Hetland, 2000) and small to moderate effects on cognitive test outcomes in other analyses (Chabris, 1999;Hetland, 2000). Mozart stimuli were shown to have conflicting effects on spatial and spatial-temporal tasks, yielding both moderate effects (Hetland, 2000) and small effects (Pietschnig, Voracek, & Formann, 2010). Background music was shown to have no effect on behavior (Kampfe, Sedlmeier, & Renkewitz, 2010) and a small to moderate effect on arousal, shopping duration, and patronage (Garlin & Owen, 2006).…”

Section: Cognitionmentioning

confidence: 99%

“…Background music was shown to have no effect on behavior (Kampfe, Sedlmeier, & Renkewitz, 2010) and a small to moderate effect on arousal, shopping duration, and patronage (Garlin & Owen, 2006). Several researchers have conducted meta-analyses investigating the effects of music on spatial processes, including research that examined the Mozart Effect (Chabris, 1999;Hetland, 2000a;Pietschnig et al, 2010 (Garlin & Owen, 2006;Kampfe et al, 2010). Kampfe, Sedlmeier, and Renkewitz, (2010) investigated the effects of background music on adult listeners across two meta-analyses.…”

Section: Cognitionmentioning

confidence: 99%

The effects of instruction on the singing ability of children ages 5 to 11: A meta-analysis

Svec

2017

Psychology of Music

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reference list, 280 titles.The purpose of the meta-analysis was to address the varied and somewhat stratified study results within the area of singing ability and instruction by statistically summarizing the data of related studies. An analysis yielded a small overall mean effect size for instruction across 34 studies, 433 unique effects, and 5,497 participants ranging in age from 5-to 11-years old (g = 0.43). The largest overall study effect size across categorical variables included the effects of same and different discrimination techniques on mean score gains. The largest overall effect size across categorical moderator variables included research design: Pretest-posttest 1 group design.Overall mean effects by primary moderator variable ranged from trivial to moderate. Feedback yielded the largest effect regarding teaching condition, 8-year-old children yielded the largest effect regarding age, girls yielded the largest effect regarding gender, the Boardman assessment measure yielded the largest effect regarding measurement instrument, and song accuracy yielded the largest effect regarding measured task. Conclusions address implications for teaching, research pedagogy, and research practice within the field of music education.

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“…However, since Jensen's [69,70] claim that interventions aiming to improve intelligence resulted in only very little if any success at all, only sporadic attempts have been made to investigate interventions that could increase ability. To mention just one, the highly controversial Mozart effect, an enhancement of performance or change in neurophysiological activity associated with listening to Mozart's Sonata K. 448 [71,72].…”

Section: Can Ability Be Trained?mentioning

confidence: 99%

Brain, Creativity and Education

Jaušovec¹

2011

TOEDUJ

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Abstract:The aim of the present paper is to answer the question: Has neuropsychology anything to say about teaching for creativity? The complexities involved in creativity suggest that there is probably no single teaching approach for its development. Creativity research has most often focused on the creative personality and on ability components, like the creative process, problem formulation and solving, the relation between intelligence and creativity. The review therefore first provides a "neuro" perspective of psychological constructs. Next the possibility of improving ability with training and neurofeedback is discussed. Finally, some suggestions for further research and implication on teaching for creativity are provided.

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Mozart effect–Shmozart effect: A meta-analysis

Cited by 141 publications

References 47 publications

Music-induced changes in functional cerebral asymmetries

Music-induced changes in functional cerebral asymmetries

The effects of instruction on the singing ability of children ages 5 to 11: A meta-analysis

Brain, Creativity and Education

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