The Mozart Effect
Introduction
The last decade of the 21st century has often been heralded as the decade of the brain and rightly so. After years of research, scientists are now able to mark with pinpoint accuracy the areas of the brain which are exerted during learning exercises. Researchers and scientists can now deduce which aspects of social learning benefit intelligence and higher brain functions based on stimulation of various brain areas. Technological advancements such as the Magnetic Resonance imaging (MRI) machines and other such advances have heralded a new age in which researchers are now studying the brain in amazing detail.
Bent on increasing intelligence capabilities and learning theories, scientists have now come upon a new development the Mozart Effect. Increasingly, more researchers are trying to determine whether music plays any role in the process of learning and development of the child till adulthood. The Mozart effect claims that listening to or learning to play music, especially that of Mozart, effects intelligence functions of the brain. Various researchers have come to the conclusion that music can actually provide a bridge between the two hemispheres of the brain resulting in higher learning capabilities.
For centuries, music has been under study by humans both in the form of pleasure speaking, and most recently, as documented research. The past has taught researchers that music and dance were the initial forms of communications for humans. This argument is further augmented by the fact that researchers have now found evidence that 23rd of the inner ears cilia resonate at frequencies that are commonly found within music (3,000-20,000Hz). Even ancient mathematicians such as Pythagoras felt that song, tone and numbers was what the universe was made of. 900 BC, it was David who played the harp cure Sauls derangement. Recent studies have even come upon the fact that Egyptian doctors would use chanting to heal the sick in ancient times.
Science and Mozart
Before underlying the Mozart effect in detail, the relation between science and music must be examined. Recent studies have concluded that music and biological science do have a strong correlation. The basic of the hypothesis is whether music affects intelligence or not.
Neurological effects
Recent studies have shown that listening to music directly affects the cortical firing patterns in the brain. Spatial intelligence is directly controlled through these firing patterns. An increase in spatial intelligence increases the general intelligence level of a child or adult. Thus, not only making them a smarter learner, but more analytical in nature.
Many researchers have build upon this theory. They have highlighted that any external influence or learning environment that requires processing in the mind either flows to the right or left hemispheres of the brain, depending on the nature of that information. Music is processed in the right hemisphere of the brain. As with earlier theories, this augmented the argument that music effected spatial intelligence since the right side of the brain deals with spatial cogitation. At the same time, the same hemisphere performs long term sequencing operations, both effecting spatial intelligence.
Further light was shed on the topic using the cycle of brain waves. Brain wave patterns and onset of sleep, both determined by the central nervous system occur in cycles of approximately 30 seconds. The link that John Hughes made was subjective but relevant none the less. According to him, music compositions that are made in cycles of 20-30 seconds can have an effect on cognitive abilities. Because of the link between the two patterns, brain activity can actually be stimulated through a resonance factor. This case is particularly true for Mozart, since all of his compositions follow the 20-30 cycles. Hughes tested this theory on a series of epileptic patients who suffered from extreme seizures. The purpose of his study was to find whether brain functions that resulted in seizures could be effected through the use of music, particularly that of Mozart. Using 36 subjects, he found that 29 showed significant signs of improvement when listening to Mozart as compared to other musical compositions which did not follow the 20-30 cycles. The patients not only suffered from less seizures but the intensity of the seizures was also dramatically reduced.
When measuring spatial intelligence, an area directly affected by music, Julene Johnson from the University of Californias institute of Brain Aging and Dementia concluded that Mozart compositions actually helped Alzheimer patients score higher on Stanford-Binet Intelligence scales. The paper folding portion was highlighted as the main area of difference where the patients exhibited increased intelligence. Since this portion measures spatial intelligence and these patients score 3 to 4 points higher as compared to when they listened to other music or in silence, she concluded that Mozart compositions do have an effect on brain functions, especially those of spatial intelligence.
Other neurologists such as Gordon Shaw and Mark Bodner used MRI machines to trace images of the brain where functionality was significantly altered due to Mozart compositions. Their research showed that music, on the whole, has an effect on the brain. Without doubt, the basic listening processes the brain controls are activated when sound is heard. Namely - the auditory cortex. At the same time, music affected the emotional component of the brain which deals with the processing of emotions. However, one startling revelation that came out through this study was that of the results of Mozart compositions. Subjects showed a distinct alteration and activity in areas related to motor coordination, vision and higher thought processes. Since all these factors are linked with spatial intelligence, they concluded that Mozart compositions did affect spatial reasoning and intelligence.
However, some scientists belittle the theory claiming that it is more about emotional arousing and moods rather than neuroscience. According to Christopher Chabris, Mozart compositions excite our emotions and arouse the brain, but at no point does it create new neuron firing patterns or models of higher intelligence.
Psychological Links
Another domain which has realized some linkages between music and intelligence is that of psychological factors. Various theories have been formulated in respect to this domain to distinguish whether music has an effect on intelligence or not.
One of the most prominent theories was formulated by Nantais and Schellenber. They explained that the Mozart effect was in reality the same as the effects of priming. Priming is generally associated with implicit memory. Therefore, the effect of one stimulus is represented in the response to the next stimuli. Therefore, these researchers held that passive listening to Mozart can affect spatial intelligence. Though the theory is not well documented, based on modalities and previous research, this researcher claimed that the Mozart effect did actually exist.
Another researcher from the University of Fribourg (Switzerland), Maria Spychinger, augmented the theory through her work. Having worked on her theory, she claimed that children who were offered additional music courses and decreased language and math courses did better at reading and language retention. At the same time, they did equally good on math as did students who were not offered the extra music oriented courses. She discussed a new domain in the music-learning theory in which she claimed that it is important to consider the similarities between music and learning itself to understand the transfer. For instance, when discussing the significance of music listening, research has shown that listening to music and carefully assessing the change in pitch and tone helps in developing the ability to pronounce words, especially new ones, in the English language.
Sensory stimulation
The theory or sensory stimulation has a role to play in the link between listening to music and increased intelligence. The basics of the theory underline that stimulation increases brain function in different arenas, thus the explanation of increased test scores after a session of listening to music.
The theory of sensory stimulation highlights that music increases the synapses present during brain cells. This helps increase the brain function by increasing the level of efficient conduits. However, for this theory to hold true it is important to consider which stage of human development this happens. According to research, the pathways made for efficient conduits of the synapses in the brain function happen at an early age of development, during childhood. Thus, the effects, if any, that are visible, are visible to those who have been listening to music since a very early age. However, increasingly new research is showing that the brain can actually create new pathways for neural transmission even after childhood, leaving a window open for more linkages to be developed between higher learning and music listening.
Other researchers such as Robert Dolman, who is also the founder of the National Academy for Child Development claimed that with time, if the brain is not stimulated through the 5 senses, there is a considerable drop in intelligence, IQ and memory. Even personality can become affected due to this deprivation. Thus listening to music, a form of aural stimulation, particularly Mozart, can increase brain function and stimulation depending on the degree of the listening activity. Karen Allen, associate director of psychological research at the University of Buffalo came to a conclusion that many surgeons actually use music in the background to help them concentrate. Studies have shown that they work more effectively and efficiently when performing their task with music in the background.
Child development and Mozart
Campbell wrote a book relating to the subject matter at hand, discussing the various stages of child growth an infant goes through and how music can play a role in developing a young brain. In his book, The Mozart effect for Children, Campbell outlines how music can help awaken a childs inner creativity, intelligence and mind. The basic theme of the book, highly publicized by the media is based upon the communal and neurotic development of a child during his or her early years of development starting from the age of 2 till the age of 10.
Campbell has used a variety of sources to highlight his point. The press has paid due attention to this work of his, given his reputation as a strong musician and educator. According to him, it is not just Mozart who can influence intelligence in the development of a child. He refers to various other composers and music forms such as jazz and samba which can do just about the same. According to him, Mozarts La Bataille incites the imagination of the child in an early age, thus allowing him or her to develop stories. Similarly, German Dance 2 can help in developing physical movement.
Campbell highlights various stages of development in the formation of a well rounded adult. This starts from pre birth, and then varies in line according to the following ranges
Birth through 6 months
6-18 months
18 months to 3 years
3-4 years
4-6 years
6-8 years
8-10 years
The book highlights different techniques that can be used by parents and adults to groom their children into well rounded, intelligent adults. According to him, she follows the sensory school of thought and claims that during the early years of child development, sensory pathways are being formed in the brain. Stimulation of these neural pathways is very important and has a different effect depending on the stage the child is in.
Though Campbell highlights different methodologies during each stage, during the age of 3 to 4 years, he explains the important of the use of musical instruments in the development of children. According to him, children who are given lessons in musical training and instrument playing actually improve motor skills, eye hand coordination and language. He claims that during this stage, children are perfecting these skills automatically. Music simply provides a platform through which these skills are learnt not only faster, but better. It also helps children to understand social settings better, grasp academic concepts far more quickly and thus be more effective and efficient learners. He then goes on to cite various researches that have proven that attention deficit hyperactivity disorders can be treated with the use of music.
He uses social setting and social influence to highlight the effects of music on the whole family. Mentioning the role of parents in the development of their children, studies have shown that more family involvement in the development of a child help in developing a well rounded adult. Using this research, he offers perspectives on how music brings the whole family together. The presence of an adult in the childhood shaping process can play a wonderful role in the holistic development of a child. Not only does it give a chance for parents to connect with their children, but gives the music lessons another meaning all together.
Finally, Campbell states that music is important to childhood development because of the underlying effects it has on the emotions, body and mind of the individual in question. The auditory development of the brain not only enables us to communicate better but helps in developing speech, movement and expression techniques. A healthy relaxed body and soul makes learning easier and thus intelligence directly increases. He cites examples of studies he conducted in the Guggenheim education project through which his team was able to improve spellings of young adults drastically through the use of music and movement.
The myth of Mozart
The basis of the Mozart effect taking place has often been placed on the theory by Irvin who concluded the undergraduate students improved all three areas of spatial intelligence after listening to Mozart. However, there are certain quarters in science that highly disapprove of those findings.
Shaw identified that the only increase in performance was that related to paper folding and cutting. The study conducted through the Stanford-Binet test was only one third of a general I.Q test, which measures various factors and not just spatial reasoning. Therefore, one can conclude that the test results were exaggerated by a factor of three.
The methodology was also criticized as Campbell identified that the experiment was shattered with a lack of controls. According to him, the lack of indulgence in food intake, listening skills and time of day that modified their listening abilities was not kept into check by the study.
Other researchers claimed that there was no evidential proof claiming that it was Mozarts compositions that changed anything. For one, it could simple be a change in mood that reflected on their tests, and not necessarily a change in their intelligence. They cite researchers made on one of Stephen Kings novels which had an effect on students spatial reasoning. However, this was only true for those who enjoyed Stephen King novels.
However, the most significant blow to the Irvine experiment has been its lack of validity. The experiment has not been reproduced by other researchers. This one blow has caused the most damage to the theory that Mozart has an effect on intelligence. The Appalachian State University carried out an experiment in response to the cited above experiment. Using a sample size of 125 people, they could not find any evidence that showed reliability in their experiment to that of the Irvin experiment. Kenneth Steele spearheaded the project and bought conclusive evidence dismissing the Mozart Effect. Therefore, because of this fundamental nature of validity, the research holds no key perspective in the field of music increasing intelligence capabilities. The German Research ministry categorically dismissed reports of music holding intellectual ability increasing properties by publishing a scientific literature on the issue. They categorically stated that though listening to Mozart might be emotionally stimulating and arousing, it does not in any way effect human intelligence.
Similarly, the media has often blown the issue out of proportion. Extreme attention to this topic has heralded interest and propaganda which has in like turned this into a sense of magic.
Other researchers point out that the Mozart effect cannot really improve spatial intelligence, especially without practice. If anything, the Mozart effect provides brief emotional arousal which in turn helps improve spatial-temporal skills for a brief moment of time. if anything, Bridget and Cuevas (2000) concluded that students they had studied, after ten minutes of exposure to Mozart and Bach, as compared to in silent situations, there was no effect what so ever on mathematical problem solving abilities. Thus, based on their research, if there is a Mozart effect, it does not apply to all fields of academia.
Conclusion
Given the debate has aroused such media attention it is necessary to carefully assess the evidence at hand. Media attention has no doubt enhanced the acceptability of the Mozart effect with Governor Zell Miller of Georgia actually requesting 105,000 dollars so that resources relating to classical music could be provided to each of Georgias new born. Often, even Einstein is bought into the picture. According to sources, Einstein would often resort to Mozart when conflicted with an entangling problem. According to him, music and reasoning intellect were born of the same source.
Music has been used by some psychologists to assist autistic students and to try to bring them out from their isolation. Often many psychologists attempt to use music as a source of connection. The therapist uses the piano whereas the autistic child is given drums and both use non verbal communication to interact with each other. Some therapist have even concluded that music is so important in reaching out to those with language problems that the brain has been structured in such a way that its organic connections are symphonic in nature, rather than mechanistic as assumed by most.
However, research in other aspects of the field and by prominent scientists has different views. The conflicting studies have still left room for discussion on the topic. To conclude that the Mozart effect exists or does not exist is still too young a topic for ending research all too soon. Whether the Mozart effect directly influences intelligence is challengeable but there is no doubt that music especially that of Mozart helps in learning abilities. Even so, academia should not hold this as the final word of the study. More research should be conducted before inducting music curriculum in line with all academic subjects into childhood curriculums in schools and colleges.
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