Research on Mood, Intelligence, Learning, Epilepsy & Mozart Effects
Classical music has been found to reduce tension and enhance specific types of intelligence such as verbal ability and spatial-temporal reasoning, though it does not increase general intelligence. Interestingly, Mozart’s music has also shown some benefits for those who suffer from epilepsy.
Classical Music and Mood
Studies suggest that listening to classical music decreases tension, even in those for whom classical music is not their preferred genre. However, listening to classical music does not necessarily affect other feelings. The ability of music to influence feelings appears to vary depending on musical preference.
Classical Music and Linguistic Abilities
A number of research studies have supported the fact that classical music can have a positive effect on linguistic abilities. One study found that those who listened to Vivaldi while exercising had increased scores on verbal fluency tests after their workouts compared to those who exercised without music.
In another study in Hong Kong of 90 boys between the ages of 6 and 15, those who learned to play music with their school’s string orchestra program scored higher on tests of verbal memory than a control group that did not receive musical training. The boys in the music group were also able to learn more new words than those in the control group.
The Mozart Effect
The Mozart effect has been the subject of much research in recent years, after it was found that listening to Mozart’s music may increase specific types of intelligence, particularly spatial-temporal abilities.
Read more at Suite101: Psychology of Classical Music: Research on Mood, Intelligence, Learning, Epilepsy & Mozart Effects
http://cognitive-psychology.suite101.com/article.cfm/psychology_of_classical_music
Effects of Popular and Classical Background Music on the Math Test Scores of Undergraduate Students
With the advent of electronically reproduced music, background music has become increasingly prevalent in our society. The occurrence of such music is so common that an individual may not be aware of music in their immediate environment. Background music can be defined as any music played while the listener's attention is focused primarily on a task or activity other than listening to the music (Radocy & Boyle, 1988). The function of background music varies with the individual listener and with the nature of the task or activity in which the listener is involved. Such a task or activity could be studying or other academic preparation. Students of all ages have often claimed that they can study and learn more effectively while listening to music. Indeed, some researchers have explored the possible transfer of cognitive abilities to other curricular areas by theorizing that exposure to music, through participation and formal instruction, can facilitate nonmusical learning (Madsen, 1987; Radocy & Boyle, 1988; Wolfe, 1983). Yet a solid research base for these claims seems to be lacking. While music appears to enhance some individuals' learning, it may be distracting to others.
The possible effects of exposure to music and music instruction on nonmusical learning have received some previous attention from the music education research community. Two reviews of literature (Hanshumaker, 1980; Wolff, 1977) discussed the extramusical effects of music education . The results of these reviews demonstrated mixed results. While some research indicated there may be some measurable effects of music instruction on cognitive skill, due to some inadequacies in the experimental designs such positive conclusions should be viewed with caution. Other researchers have utilized music as a reinforcer or mnemonic device (Madsen & Forsythe, 1973; Traver-Holder, 1993). Also, studies have attempted to draw a cause and effect relationship between music study and academic achievement (Friedman, 1959). Greenberg and Fisher (1971) discovered that background music had a statistically significant effect on psychological test scores. However, the direct effects of exposure to musical sounds during study or academic testing have received comparatively little attention.
Henderson, Crews, and Barlow (1945) found that popular music distracted subjects on a paragraph comprehension test, while it had no effect on vocabulary test scores. In a similar study, LaBach (1960) found background music had no effect on reading comprehension scores. He also discovered that the subjects' preference for listening to music while studying had no significant effect when used as a covariate. Etaugh and Michaels (1975) found an interaction between gender and frequency of studying to music that affected reading comprehension scores. However, Kelly (1993) did not find this interaction in a later study.
Studies that have examined the exposure to musical sounds on math skills have had similar results. Wolf and Weiner (1972) reported a statistically significant difference between music and silent conditions on arithmetic test scores. However, they attributed this difference to habituation as most of the test subjects reported that they listened to "hard rock" music when they studied. Wolfe (1983) found no difference in math test scores with four levels of music loudness, but did find that the subjects' reported that the "louder" music interfered with their concentration. In her dissertation, Cox (1981) reported that classical music used during relaxation therapy had no statistically significant effect on algebra scores. Moller (1980) found no significant difference in math test scores among groups exposed to three conditions: no sound, white noise background, and background music (John Cage's Fontana Mix).
Researchers have reported that the results of this body of literature reveal mixed results (Etaugh & Michaels, 1975; Madsen, 1987). However, finding optimum academic study and testing conditions for a variety of students is of interest to educators in all fields. Also, the effects of environmental conditions on learning and performance may reveal keys to the inner workings of the human thought process.
In his dissertation, Hedden (1971) proposed five music reaction profiles or music listening styles. These five styles are: associative, cognitive, physical, involvement, and enjoyment. Hedden hypothesized that people listen to music in a combination of five styles where all styles are present ar some level, but one style is predominant. How a person listens to music may affect the possible transfer of cognitive abilities to other curricular areas. It is the purpose of this study to investigate the effects of popular and classical music listening styles on undergraduate students' math test scores. Specifically, this study will seek to determine if any of the five musical styles, as defined by Hedden (1971), will act as a covariate, along with the presence of popular or classical background music, in affecting undergraduates' math test scores.
http://music.arts.usf.edu/rpme/effects.htm
The possible effects of exposure to music and music instruction on nonmusical learning have received some previous attention from the music education research community. Two reviews of literature (Hanshumaker, 1980; Wolff, 1977) discussed the extramusical effects of music education . The results of these reviews demonstrated mixed results. While some research indicated there may be some measurable effects of music instruction on cognitive skill, due to some inadequacies in the experimental designs such positive conclusions should be viewed with caution. Other researchers have utilized music as a reinforcer or mnemonic device (Madsen & Forsythe, 1973; Traver-Holder, 1993). Also, studies have attempted to draw a cause and effect relationship between music study and academic achievement (Friedman, 1959). Greenberg and Fisher (1971) discovered that background music had a statistically significant effect on psychological test scores. However, the direct effects of exposure to musical sounds during study or academic testing have received comparatively little attention.
Henderson, Crews, and Barlow (1945) found that popular music distracted subjects on a paragraph comprehension test, while it had no effect on vocabulary test scores. In a similar study, LaBach (1960) found background music had no effect on reading comprehension scores. He also discovered that the subjects' preference for listening to music while studying had no significant effect when used as a covariate. Etaugh and Michaels (1975) found an interaction between gender and frequency of studying to music that affected reading comprehension scores. However, Kelly (1993) did not find this interaction in a later study.
Studies that have examined the exposure to musical sounds on math skills have had similar results. Wolf and Weiner (1972) reported a statistically significant difference between music and silent conditions on arithmetic test scores. However, they attributed this difference to habituation as most of the test subjects reported that they listened to "hard rock" music when they studied. Wolfe (1983) found no difference in math test scores with four levels of music loudness, but did find that the subjects' reported that the "louder" music interfered with their concentration. In her dissertation, Cox (1981) reported that classical music used during relaxation therapy had no statistically significant effect on algebra scores. Moller (1980) found no significant difference in math test scores among groups exposed to three conditions: no sound, white noise background, and background music (John Cage's Fontana Mix).
Researchers have reported that the results of this body of literature reveal mixed results (Etaugh & Michaels, 1975; Madsen, 1987). However, finding optimum academic study and testing conditions for a variety of students is of interest to educators in all fields. Also, the effects of environmental conditions on learning and performance may reveal keys to the inner workings of the human thought process.
In his dissertation, Hedden (1971) proposed five music reaction profiles or music listening styles. These five styles are: associative, cognitive, physical, involvement, and enjoyment. Hedden hypothesized that people listen to music in a combination of five styles where all styles are present ar some level, but one style is predominant. How a person listens to music may affect the possible transfer of cognitive abilities to other curricular areas. It is the purpose of this study to investigate the effects of popular and classical music listening styles on undergraduate students' math test scores. Specifically, this study will seek to determine if any of the five musical styles, as defined by Hedden (1971), will act as a covariate, along with the presence of popular or classical background music, in affecting undergraduates' math test scores.
http://music.arts.usf.edu/rpme/effects.htm
The Power of Music on Memory and Learning
The power of music to affect memory is quite intriguing. Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music. For example, the ancient Greeks sang their dramas because they understood how music could help them remember more easily ). A renowned Bulgarian psychologist, Dr. George Lozanov, designed a way to teach foreign languages in a fraction of the normal learning time. Using his system, students could learn up to one half of the vocabulary and phrases for the whole school term (which amounts to almost 1,000 words or phrases) in one day. Along with this, the average retention rate of his students was 92%. Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
http://www.cerebromente.org.br/n15/mente/musica.html
According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music. For example, the ancient Greeks sang their dramas because they understood how music could help them remember more easily ). A renowned Bulgarian psychologist, Dr. George Lozanov, designed a way to teach foreign languages in a fraction of the normal learning time. Using his system, students could learn up to one half of the vocabulary and phrases for the whole school term (which amounts to almost 1,000 words or phrases) in one day. Along with this, the average retention rate of his students was 92%. Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
http://www.cerebromente.org.br/n15/mente/musica.html
Classic Music And Studying
Music's interconnection with society can be seen throughout history. Every known culture on the earth has music. Music seems to be one of the basic actions of humans. However, early music was not handed down from generation to generation or recorded. Hence, there is no official record of "prehistoric" music. Even so, there is evidence of prehistoric music from the findings of flutes carved from bones.
The influence of music on society can be clearly seen from modern history. Music helped Thomas Jefferson write the Declaration of Independence. When he could not figure out the right wording for a certain part, he would play his violin to help him. The music helped him get the words from his brain onto the paper.
Albert Einstein is recognized as one of the smartest men who has ever lived. A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could. His mother did not think that Albert was "stupid". Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
http://www.cerebromente.org.br/n15/mente/musica.html
The influence of music on society can be clearly seen from modern history. Music helped Thomas Jefferson write the Declaration of Independence. When he could not figure out the right wording for a certain part, he would play his violin to help him. The music helped him get the words from his brain onto the paper.
Albert Einstein is recognized as one of the smartest men who has ever lived. A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could. His mother did not think that Albert was "stupid". Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
http://www.cerebromente.org.br/n15/mente/musica.html