Reexamination of the Effect of Mozart's Music on Spatial-Task Performance

Wilson, Thomas L.; Brown, Tina

doi:10.1080/00223989709603522

Cited by 69 publications

(48 citation statements)

References 9 publications

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“…The results of this study support a close cognitive link between real body movement in response to musical sound and mental imagery for sound. Several studies have demonstrated that listening to patterned classical music enhances performance on spatial-reasoning tasks (Carstens, Huskins & Hounshell, 1995;Newman, Rosenbach, Burns, Latimer, Matocha & Vogt, 1995;Rauscher, Shaw & Ky, 1995;Rideout & Laubach, 1996;Wilson & Brown, 1997). The results of this study demonstrated that performance of kinesthetic motions that correpond to musical patterns enhances children's ability to perceive patterned art music.…”

Section: Discussionsupporting

confidence: 48%

“…Using Raven's Progressive Matrices, Advanced Form (Raven, 1986) to measure spatial reasoning, Newman, Rosenbach, Burns, Latimer, Matocha, and Vogr (1995) did not replicate Rauscher et al's findings. On the other hand, the results of a study by Wilson and Brown (1997) demonstrated that listening to patterned classical music of Mozart can enhance performance on measures of spatial reasoning "under certain conditions and to a certain point" (p. 369). Wilson and Brown's participants completed nine penciland-paper mazes after listening to Mozart, relaxation music, and silence.…”

mentioning

confidence: 93%

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Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?

Gromko

Poorman

1998

Musicae Scientiae

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The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: mapreading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestern city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SQ = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 <.sD. = 1.54). A Mann-Whitney test on Form Perception scores by group yielded U = 175.5, P. < .01. Children in the perceptual-motor group, who mirrored the teacher in performance of kinesthetic analogues while listening to patterned art music and who assembled a visual listening map, were significantly better at perception of the form in patterned art music. A regression of Form Perception scores on Age (y = -5.01 + 0.10x) was significant, E(1,13) = 8.14, P. <.05, for the map-reading group. That is, Form Perception scores for younger children in the map-reading group were lower than those for older children. Whereas the sign of the slope was also positive for the perceptual-motor group (y =4.96 + O.04x), the relationship of Form Perception scores to Age was not significant, E(1,12) =3.30, n.s. The significant effect of Age in the map-reading group suggests that merely reading the listening map may not be sufficient for perception of form in younger children. Children who are still developing reading and memory skills may benefit from perceptual-motor involvement during music listening.Imagine viewing a 12" painting, one inch at a time, moving from side to side, and then being asked to reconstruct the image of the painting. The task is not unlike reconstructing a piece of music from remembered musical motives viewed one unit at a time in a temporal sequence. In order to designate the form of a musical composition, children must acquire mental images, remember the images' place within the temporal sequence, and compare the images for similarities and 157

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Section: Discussionsupporting

confidence: 48%

mentioning

confidence: 93%

Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?

Gromko

Poorman

1998

Musicae Scientiae

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“…The recent study by Rideout, et al (1998) The results of Nantais (1997) and Wilson and Brown (1997) illustrate another design issue related to the lack of objective rules for classification of specific selections. Nantais reported that listening to music either by Mozart or by Schubert produced an increase in performance relative to a control condition of silence; however, the advantage of listening to Mozart disappeared when the control condition was a narrated story.…”

Section: Discussionmentioning

confidence: 99%

Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

1999

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Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart EffectKenneth M. Steele, Joshua D. Brown, and Jaimily A. Stoecker ABSTRACTThe Mozart effect is an increase in spatial reasoning scores detected immediately after listening to the first movement of a Mozart piano sonata. Rauscher and Shaw (1998) suggested that failure to produce a Mozart effect could arise from carryover effects of a spatial reasoning pretest which may interfere with the effect of listening to Mozart. They cited an unpublished study in which a verbal distractor was inserted between the pretest and listening condition, and the manipulation produced the recovery of a Mozart effect. This experiment attempted to confirm the unpublished study. 206 college students were exposed to one of three sequences, pretest-Verbal distractor material-Mozart, pretest-Mozart-Verbal distractor material, and pretestVerbal distractor material. An immediate posttest indicated no significant difference on solution of paper folding and cutting items among the three groups. The results do not support Rauscher and Shaw (1998). Our negative results are consistent with prior failures in other laboratories to produce a Mozart effect.

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“…This study which utilized the Paper-folding and Cutting items taken from the Stanford-Binet Intelhgence Scale, Fourth Edition, along with the previously mentioned studes, yielded no significant effects as a result of listening to Mozart's music. Although the review portion of the study conducted by Wilson and Brown (1997) indicated that previous investigations found that listening to Mozart increased immediate performance on mathematical as well as spatial tasks, a review of the licerature undertaken by the current authors yielded no such studies have been performed. (1993) suggested investigation into the effect listening to Mozart might have on quantitative reasoning.…”

mentioning

confidence: 71%

Effects of Listening to Mozart and Bach on the Performance of a Mathematical Test

Bridgett

Cuevas

2000

Percept Mot Skills

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The purpose of the current study was to assess the effect of listening to Mozart and Bach on the immediate performance of a 10-min. mathematical test. The study consisted of 61 undergraduate participants. Participants were randomly assigned to a control group, a Mozart group, or a Bach group. Participants were then administered a mathematics pretest, listened to a selection of music for 10 min., and were then administered a mathematics posttest. The test was constructed to be similar to items taken from the University Mathematics Placement Examination. Analysis indicated no significant effect on the immediate mathematics test when participants listened to 10 min. of either Mozart or Bach. These findings suggest caution in measuring differences in various cognitive tasks as indicating increases in intelligence scores.

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Reexamination of the Effect of Mozart's Music on Spatial-Task Performance

Cited by 69 publications

References 9 publications

Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?

Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?

Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

Effects of Listening to Mozart and Bach on the Performance of a Mathematical Test

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