Facing the Risks of the “Mozart Effect”

Arts Education Policy Review

Volumn 101, Issue 2, 1999, Pages 21-26

  Reimer, Bennett ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053832093     PISSN: 10632913     EISSN: 19404395     Source Type: Journal    
DOI: 10.1080/10632919909600238     Document Type: Article

References (7)

1. Temple Grandin, Matthew Peterson, and Gordon L. Shaw, “Spatial-Temporal versus Language-Analytic Reasoning: The Role of Music Training,” Arts Education Policy Review 99, no. 6 (July/August 1998): 11-14.
2. Ronald Kotulak, “Q & A with Gordon L. Shaw,” Chicago Tribune, May 24, 1998, Sec. 2, p. 1.
3. Antonio Damasio, Descartes’ Error: Emotion, Reason, and the Human Bruin (New York: G. P. Putnam & Sons, 1994). Xv
4. The most influential argument of the domain specificity of intelligence is Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences (New York: Basic Books, 1983).
5. MENC, National Standards for Arts Education (Reston, VA: MENC, 1994).
6. Frances H. Rauscher et al., “Music Training Causes Long-Term Enhancement of Preschool Children’s Reasoning,” Neurological Research 19, no. 2 (1997): 3.
7. Elliott Eisner, “Does Experience in the Arts Boost Academic Achievement?’ Art Education 51, no. 1 (January 1998): 32-38.