No evidence for the Mozart effect in children

Music Perception

Volumn 23, Issue 4, 2006, Pages 305-318

  Črnčec, Rudi ^a   Wilson, Sarah J ^a   Prior, Margot ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847733082     PISSN: 07307829     EISSN: None     Source Type: Journal    
DOI: 10.1525/mp.2006.23.4.305     Document Type: Article

References (70)

1. Ainley, M. D., Bretherton, D., & Sanson, A. (1994, August). In the picture: Accessing children's thoughts and feelings in interpersonal conflict situations. Paper presented at the PPOW and International Conflict Resolution Centre Conference, Melbourne, Australia.
2. Ainley, M. D., & Hidi, S. (2002). Dynamic measures for studying interest and learning. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 43-76). Greenwich, CT: JAI Press.
3. Ainley, M. D., Hidi, S., & Tran, D. (1997). Between the lines. Melbourne, Australia: Department of Psychology, University of Melbourne.
4. Barret, H. C., & Barker, H. R., Jr. (1973). Cognitive pattern perception and musical performance. Perceptual and Motor Skills, 36, 1187-1193.
5. Benes, F. M. (2003). Why does psychosis develop during adolescence and early adulthood? Current Opinion in Psychiatry, 16, 317-319.
6. Bentley, A. (1966). Musical ability in children and its measurement. London: George G. Harrap & Co.
7. Brenner, E. (2000). Mood induction in children: Methodological issues and clinical implications. Review of General Psychology, 4, 264-283.
8. Brown, M., Keynes, R., & Lumsden, A. (2001). The developing brain. New York: Oxford University Press.
9. Campbell, D. (1997). The Mozart effect: Using the power of music to heal the body, strengthen the mind and unlock the creative spirit. New York: Avon Books.
10. Campbell, D. (2000). The Mozart effect for children: Awakening your child's mind, health and creativity with music. New York: Harper Collins.
11. Cash, A. H., El-Mallakh, R. S., Camberlain, K., Bratton, J. Z., & Li, R. (1997). Structure of music may influence cognition. Perceptual and Motor Skills, 84, 66.
12. Chabris, C. F. (1999). Prelude or requiem for the "Mozart effect"? Nature, 402, 826-827.
13. Črnčec, R., Wilson, S. J., & Prior, M. (in press). The cognitive and academic benefits of music to children: Facts and fiction.
14. Douglas, S., & Willatts, P. (1994). The relationship between musical ability and literacy skills. Journal of Research in Reading, 17, 99-107.
15. Eisenberg, N., & Fabes, R. A. (1999). Emotion, emotion-related regulation, and quality of socio-emotional functioning. In L. Balter & C. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 318-335). Philadelphia: Psychology Press.
16. Fitzgerald, D. F. (1978). A model of simultaneous and successive processing as a basis for developing individualised instruction. Armidale, Australia: University of New England Press.
17. Forgas, J. P., Burnham, D. K., & Trimboli, C. (1988). Mood, memory, and social judgements in children. Journal of Personality and Social Psychology, 54, 697-703.
18. Fudin, R., & Lembessis, E. (2004). The Mozart effect: Questions about the seminal findings of Rauscher, Shaw, and colleagues. Perceptual and Motor Skills, 98, 389-405.
19. Grabosky, P. N. (1995). Trends and issues in crime and criminal justice: No. 44 Fear of crime and fear reduction strategies. Canberra, Australia: Australian Institute of Criminology.
20. Gromko, J. E., & Poorman, A. S. (1998). Developmental trends and relationships in children's aural perception and symbol use. Journal of Research in Music Education, 46, 16-23.
21. Hallam, S. (2000). The effects of listening to music on children's spatial task performance. British Psychological Society Education Review, 25(2), 22-26.
22. Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils' task performance. Educational Studies, 28, 111-122.
23. Hargreaves, D. J., Comber, C., & Colley, A. (1995). Effects of age, gender, and training on musical preferences of British secondary school students. Journal of Research in Music Education, 43, 242-250.
24. Hargreaves, D. J., & North, A. C. (March, 1997). The development of musical preference across the life span. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
25. Hassler, M., Birbaumer, N., & Feil, A. (1985). Musical talent and visuo-spatial ability: A longitudinal study. Psychology of Music, 13, 99-113.
26. Hassler, M., Birbaumer, N., & Feil, A. (1987). Musical talent and visuo-spatial ability: Onset of puberty. Psychology of Music, 15, 141-151.
27. Hetland, L. (2000a). Learning to make music enhances spatial reasoning. Journal of Aesthetic Education, 34(3-4), 179-238.
28. Hetland, L. (2000b). Listening to music enhances spatial-temporal reasoning: Evidence for the "Mozart effect." Journal of Aesthetic Education, 34(3-4), 105-148.
29. Hughes, G., McLaughlin, E., & Muncie, J. (2002). Crime prevention and community safety: Future directions. London: Sage.
30. Hughes, J. R., Daaboui, Y., Fino, J. J., & Shaw, G. L. (1998). The Mozart effect on epileptiform activity. Clinical Electroencephalography, 29, 109-119.
31. Husain, G., Thompson, W. F., & Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20, 151-171.
32. Isen, A. M. (2002). A role for neuropsychology in understanding the facilitating influence of positive affect on social behaviour and cognitive processes. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology. (pp. 528-540). New York: Oxford University Press.
33. Ivanov, V. K., & Geake, J. G. (2003). The Mozart effect and primary school children. Psychology of Music, 31, 405-413.
34. Izard, C. E. (1977). Human emotions. New York: Plenum Press.
35. Izard, C. E., Dougherty, F. E., Bloxom, B. M., & Kotsch, W. E. (1974). The differential emotions scale: A method of measuring the subjective experience of discrete emotions. Unpublished manuscript, Vanderbilt University, Nashville, Tennessee.
36. Johnston, D. (2000). Cool Edit 2000 [Computer software]. Phoenix, AZ: Syntrillium Software.
37. Karma, K. (1979). Musical, spatial and verbal abilities. Bulletin of the Council for Research in Music Education, 59, 50-53.
38. Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Increased brain activity in frontal and parietal cortex underlies the development of visuospatial working memory capacity during childhood. Journal of Cognitive Neuroscience, 14, 1-10.
39. Lambe, E. K., Krimer, L. S., & Goldman-Rakic, P. S. (2000). Differential postnatal development of catecholamine and serotonin inputs to identified neurons in prefrontal cortex of rhesus monkey. Journal of Neuroscience, 20, 8780-8787.
40. LCD. (1998). Zorba's dance [CD]. London: Virgin.
41. LeBlanc, A., Sims, W, Siivola, C., & Obert, M. (1996). Music style preferences of different age listeners. Journal of Research in Music Education, 44, 49-59.
42. Leng, X., & Shaw, G. L. (1991). Towards a neural theory of higher brain function using music as a window. Concepts in Neuroscience, 2, 229-258.
43. Lynn, R., Wilson, R. G., & Gault, A. (1989). Simple musical tests as measures of Spearman's g. Personality and Individual Differences, 10, 25-28.
44. Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. H. (2001). The differential assessment of children's attention: The test of everyday attention for children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology and Psychiatry, 42, 1065-1081.
45. Manstead, A. S. R. (1993). Children's representation of emotions. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Development and use (pp. 185-210). New York: John Wiley and Sons.
46. Manturzewska, M. (1978). Psychology in the music school. Psychology of Music, 6, 36-47.
47. McKelvie, P., & Low, J. (2002). Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect. British Journal of Developmental Psychology, 20, 241-258.
48. Mozart, W. A. (1985). Sonata for two pianos in D major, K. 448 [Recorded by M. Perahia & R. Lupu]. On Music for piano, four hands [CD]. London: Sony Classical. (1992)
49. Nelson, D. J., & Barressi, A. L. (1989). Children's age-related intellectual strategies for dealing with musical and spatial analogical tasks. Journal of Research in Music Education, 37, 93-103.
50. O'Hanlon, J. F. (1981). Boredom: Practical consequences and a theory. Acta Psychologica, 49, 53-82.
51. Porteous, S. D. (1973). Porteous maze test: Fifty years' application. Palo Alto, CA: Pacific Books.
52. Rauscher, F. H. (1999). Music exposure and the development of spatial intelligence in children. Bulletin of the Council for Research in Music Education, 142, 35-47.
53. Rauscher, F. H., Robinson, K. D., & Jens, J. J. (1998). Improved maze learning through early music exposure in rats. Neurological Research, 20, 427-432.
54. Rauscher, F. H., & Shaw, G. L. (1998). Key components of the Mozart effect. Perceptual and Motor Skills, 86, 835-841.
55. Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature, 365, 611.
56. Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal reasoning: Towards a neurophysiological basis. Neuroscience Letters, 185, 44-47.
57. Rey, A. (1941). L'examen psychologique dans les cas d'encephalopathie traumatique [Psychological examination of traumatic encephalopathy]. Archives de Psychologie, 28, 286-340.
58. Schellenberg, E. G. (2001). Music and nonmusical abilities. Annals of the New York Academy of Sciences, 930, 355-371.
59. Schmidt, L. A., & Trainor, L. J. (2001). Frontal brain electrical activity (EEG) distinguishes valence and intensity of musical emotions. Cognition and Emotion, 15, 487-500.
60. Shaw, G. L. (2000). Keeping Mozart in mind. San Diego: Academic Press.
61. Shaw, G. L. (2001). The Mozart effect [Letter to the editor]. Epilepsy and Behavior, 2, 611-613.
62. Sloboda, J. A., & Juslin, P. N. (2001). Psychological perspectives on music and emotion. In P. N. Juslin & J. A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 71-104). New York: Oxford University Press.
63. Steele, K. M., Bass, K. E., & Crook, M. D. (1999). The mystery of the Mozart effect: Failure to replicate. Psychological Science, 10, 366-369.
64. Steele, K. M., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L. A., Humphrey, G. K., et al. (1999). Prelude or requiem for the Mozart effect? Nature, 402, 827.
65. Thompson, W. F., Schellenberg, E. G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12, 248-251.
66. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford-Binet intelligence scale (4th ed.). Chicago: Riverside.
67. Trehub, S. E. (2002). Mothers are musical mentors. Zero to Three, 23(1), 19-22.
68. Trevarthen, C., & Malloch, S. (2002). Musicality and music before three: Human vitality and invention shared with pride. Zero to Three, 23(1), 10-18.
69. Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.
70. Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit formation. Journal of Comparative Neurology and Psychology, 18, 459-482.