Mozart Effect
The Effect of Mozart on Spatial Ability
Alyssa Oldham
Pennsylvania Highlands Community College
Psychology 100.01
November 20, 2010
Dr. Barbara Mitchell
Abstract
Since 1993, when the Mozart effect was first introduced, people have been asking, does listening to Mozart truly improve my spatial ability? Should I play Mozart for my children? Should I listen to Mozart if I’m pregnant? The answer to each of these questions, is no. Seventeen years ago Rauscher, Shaw and Ky (1993) tested the idea that listening to Mozart increased spatial IQ, and their findings supported this. Since then, hundreds of studies for further testing on the hypothesis have been completed, all turning up negative for a Mozart effect.
The Effect of Mozart on Spatial Ability Researchers, Frances H. Rauscher, Gordon L. Shaw, and Katherine N. Ky (1993), formed a hypothesis; that hypothesis was that listening to Mozart would increase visual-spatial intelligence IQ. Visual-spatial intelligence IQ is understood to be the ability to “think in pictures and need to create vivid mental images to retain information” (Gardner, 2003). Since then the topic has been very controversial. People, especially expectant mothers, are all wondering, is it true? Since the original experiment in 1993, hundreds of studies have been conducted to either try to reinforce the idea, or disprove it. Although some researchers have tried to back up the Mozart effect, most have failed. Very few have been able to successfully replicate Rauscher, Shaw, and Ky’s (1993) experiment and obtain similar data. Several hypotheses have been formed to predict why the results are so contradicting. The most commonly excepted is the idea that spatial task results are based on musical preference. Many doubts arise when it comes to the belief that listening to Mozart will increase visual and spatial intelligence, commonly referred to as the Mozart effect. The following paper disputes the
Alyssa Oldham
Pennsylvania Highlands Community College
Psychology 100.01
November 20, 2010
Dr. Barbara Mitchell
Abstract
Since 1993, when the Mozart effect was first introduced, people have been asking, does listening to Mozart truly improve my spatial ability? Should I play Mozart for my children? Should I listen to Mozart if I’m pregnant? The answer to each of these questions, is no. Seventeen years ago Rauscher, Shaw and Ky (1993) tested the idea that listening to Mozart increased spatial IQ, and their findings supported this. Since then, hundreds of studies for further testing on the hypothesis have been completed, all turning up negative for a Mozart effect.
The Effect of Mozart on Spatial Ability Researchers, Frances H. Rauscher, Gordon L. Shaw, and Katherine N. Ky (1993), formed a hypothesis; that hypothesis was that listening to Mozart would increase visual-spatial intelligence IQ. Visual-spatial intelligence IQ is understood to be the ability to “think in pictures and need to create vivid mental images to retain information” (Gardner, 2003). Since then the topic has been very controversial. People, especially expectant mothers, are all wondering, is it true? Since the original experiment in 1993, hundreds of studies have been conducted to either try to reinforce the idea, or disprove it. Although some researchers have tried to back up the Mozart effect, most have failed. Very few have been able to successfully replicate Rauscher, Shaw, and Ky’s (1993) experiment and obtain similar data. Several hypotheses have been formed to predict why the results are so contradicting. The most commonly excepted is the idea that spatial task results are based on musical preference. Many doubts arise when it comes to the belief that listening to Mozart will increase visual and spatial intelligence, commonly referred to as the Mozart effect. The following paper disputes the
References: Cassity, H. D., Henley, T. B., & Markley, R. P. (2007). The Mozart Effect: Muscial Phenomenon or Muscial Preference? A More Ecologically Valid Reconsideration. Texas A&M University, Department of Psychology and Special Education, Commerce. Gardner, H. (2003, January 17). A Definition of Intelligence. Retrieved November 19, 2010, from City College of San Francisco: hhtp://www.ccsf.edu/Resource/VOICE/instructorlessonplans/personaldevelo/multintelligence/definitionabe.pdf McKelvie, P., & Low, J. (2002). Listening to Mozart does not improve children 's spatial ability:Final curtains for the Mozart effect. Victoria University of Wellington, School of Psychology. Wellington: The British Psychology Society. Nantais, K. M., & Schellenberg, G. E. (1999). THE MOZART EFFECT: An Artifact of Preference. University of Windsor, University of Toronto, Department of Psychology. Windsor, Mississauga: American Psychological Society. Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatail task performance. University of California, Center for the Meurobiology of Learning and Memory, Irvine. Standing, L. G., Verpaelst, C. C., & Ulmer, B. K. (2008). A Demonstration of Nonlinear Demand Characteristics in the 'Mozart Effect ' Experimental Paradigm. Bishop 's University, Department of Psychology. Sherbrooke PQ: North American Journal of Psychology. Steele, K. M., Bass, K. E., & Crook, M. D. (1999). THE MYSTERY OF THE MOZART EFFECT: Failure to Replicate. Appalachian State University, Department of Psychology. Boone: American Psychological Society.