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The Mozart Effect Theory - Research Paper Example

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Clients Name Name of Professor Name of Class Date The Mozart Effect Theory It is often considered that there is a sort of magic in music as one listens and is transported into the melody, the theme, and the imagery that is produced. One of the greatest musicians of all time was Wolfgang Amadeus Mozart whose youth at the time of his writing is only slightly more astounding than the complexity with which he wrote…
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The Mozart Effect Theory

Download file to see previous pages... The science backing this theory has not been shown to have reliability as it cannot be duplicated through subsequent testing of the same hypotheses. The popularity of the idea, however, has inspired political use of the theory in order to appeal to a public that seems to like the idea that music can affect learning in their children. The romanticism of the science has been turned into a public set of myths that have yet to be proven. The development of the Mozart Effect Theory gives power to the music written by the young composer that extends well beyond its beauty, suggesting that intelligence is affected by exposure to his writings, but the theory only has support and has yet to be definitively proven. According to Don Campbell, “Wolfgang Amadeus Mozart was a child prodigy who saw, spoke, and listened to the world in creative patterns” (xiv). Campbell discusses the idea of the Mozart Effect in terms of it being miraculous. He lists a series of events that suggest that the music can do wondrous things, including that in Britain there are monks who believe that through playing Mozart’s music to their cows, the cows produce more milk. He reports that in the Washington State Immigration Department they play Mozart and other baroque music during classes for students learning to speak English because it increases learning. He also states that in Japan the Ohara Brewery will use Mozart to increase the density with which the yeast for their sake rises, creating a higher quality drink. Campbell believes that the power of music is far more than in the enjoyment of listening. Brown and Volgsten state that “the enhancement seen with Mozart is not produced with music per se but occurs with rhythmic auditory or visual stimuli of diverse kinds, and is primarily localized to operations underlying mental rotation” (146). The effect of hearing the music of Mozart or music in general seems to be that the brain responds to the rhythms produced, creating a sort of re-organization of thought patterns towards a reception to the information that is in the process of being learned. Brown and Volgsten suggest that the stimulation may simply be arousing, that the effect is caused by the auditory system as it is ‘perked up’ through the rhythms and sounds it is hearing. Campbell, on the other hand, cites that research done at Irvine by Francis H. Rauscher and her colleagues has shown that increased spatial reasoning occurs for about ten to fifteen minutes after listening to ten minutes of Mozart’s music. This effect may go deeper than simple stimulation of the auditory nerves which in turn stimulate brain activity. Neil-Palmer discusses how “the findings for all of the studies supported the theory that music lessons lead to an improvement in spatial reasoning, but there are contradictions as to which specific skills are affected” (33). One of the theories that Neil-Palmer discusses is that phonemic awareness may be a part of how music stimulates increased learning. Phonemic awareness involves the way in which language is learned and how a child learns to read through the phonetics of how a word sounds. She cites a study published by Gromko in 2005 in which children were divided into an experimental group and a control group where the experimental group ...Download file to see next pagesRead More
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