Psychology

Music is often associated with intelligence.  In terms of neurophysiology and biopsychology, Zhao et al. (35) emphasize that Rauscher, Shaw and Ky conducted experiments on the effect of listening to Mozarts piano Sonata K448 on the childrens intelligence tests.  The first statement Listening to Mozart increases Childrens intelligence is true and not ambiguous whereas the second statement Listening to Mozart increases childrens intelligence is hype is false.
       
In terms of neuroscience and biopsychology, Carsetti (3) argues that the Rauscher, Shaw and Ky experiments proved that Mozarts K448 music improves neural plasticity and neurophysiological activities. The brain integrates the external stimuli into experience. The external stimuli could be danger, coldness, a handsome prince, or a storm. Due to the apparent unity of the brains awareness to sights, sounds, taste and the like, the person functionally reacts intelligently to every situation. Biopsychology and neuroscience focus on the physical parts of the body in learning where the brain accepts myriad signals through the five senses. Johnston (27) emphasizes that biopsychology includes the study of the human brain known as the Cerebral Cortex. Specifically, the Cerebral Cortex is only the part of the brain that identifies the persons humanity. Normally, the lower and upper parts of the brain are often overlooked. The thalamus organizes physical balance and movement. The hippocampus focuses on long term memory.
     
Furthermore, the brain is responsible for a persons choice of action. The hypothalamus brain part regulates eating, drinking, sexual arousal, and body temperature. The amygdale brain part focuses on memory, emotion, and basic motives.  Learning how the brain process information will guide the teachers in the timing and presentation of the lesson proper. Sylvan, Christodoulou (1) argue that one method of increasing learning within the classroom atmosphere is to use power point presentations completed with Mozarts piano K448 music.
       
In terms of biopsychology and neuroscience, Bennet (277) maintains that there is a direct relationship between music and learning. Another study conducted emphasized listening to music on a regular basis along with playing tunes in ones brain keeps the brains neurons and synapses active and intact. Listening to the right music facilitates learning because fusing music with learning augments cerebral advantages. Music also supports hemispheric synchronization. Consequently, brain coherence improves the learning process.
     
Furthermore, the journal article The Influence of Mozarts Music on Brain Activity in the Process of Learning focuses on the effect of Mozarts music on increasing intelligence levels. The researchers conducted their own study to determine the validity of the theory that Mozarts music materially influenced brain activity. The new research focused on Mozarts music influence on the brain activity (biopsychology) in the learning process. The research focused on the replication of the findings of the 1993 Rauscher groups experiment. The research focused on 56 students divided into four groups. The Jausovec, Jausevec, Gerlic (2703) findings indicate 75 percent of the four groups (MM, MS, and SM groups) showed a remarkably better task performance than the remaining CG group. Individuals of the MM Group showed less complex EEG patterns and more  band synchronization than the subjects belonging to the other three groups. The experiments proved that Mozart s music increased the task performance results of the CG and BM groups. The two groups indicated less complex EEG patterns as well as lower -1   and y band synchronization than the respondents of the BM group. The EEG data was gathered during the problem solving experiments and were scrutinized using the event  related desynchronization synchronization (ERD ERS) and approximated entrophy (ApEn) methods. The groups experiments concluded that Mozarts music effectively enhances the learning of spatio temporal rotation tasks by activity task relevant brain areas in terms of biopsychology and neuroscience approach.
       
Further, a series of experiments were conducted to determine the veracity of the theory that Mozarts music increases a test takers spatial reasoning performance. The first experiments conducted by Rauscher, Shaw, and Ky in 1993 involved 36 college students. The experiments emphasized an increase in the subjects spatial reasoning scores by an equivalent 8 or 9 Alfred Binet intelligence quotient points. The results of the first experiments indicated that the increase disappeared into thin air ten to fifteen minutes after listening to the Mozart piano masterpieces. Specifically, the students were made to listen to Mozarts Sonata for Two Pianos in D Major K448. The researchers discovered that the cortex model applied to the experiment showed columns of neurons in the cortex focused on musical processing included three (trion) stages of relaxation.
       
In addition, Jausovec, Jausevec, Gerlic (2703) argue that the primed neurons are responsible for the accomplishment of spatial tasks. The authors emphasized that the theory of modularity aptly applies to this situation the mind is composed of separate compartments focused on different kinds of information. The same theory reiterates prediction of independent processing of musical and spatial information. The authors insist that the Rauscher researchers offered suggestions to help other researchers conducting similar Mozart experiments especially when the results showed the absence of Mozarts effect on the subjects intelligence. The original 1993 researchers found that the other researchers failed to replicate the conditions set up by Rauschers group resulting to the faulty conclusion that Mozarts music does not have a material effect on the research participants. Specifically, the original researchers, Rauschers group, insisted that an Intelligence test be conducted before and after the Mozart music is introduced to the test situation to detect intelligence enhancement.
       
In addition, Jausovec, Jausevec, Gerlic (2703) argues that the second Mozart music experiment conducted in 1995 by the same Rauscher group shows that there was a significant increase in the subjects intelligence that lasts for ten to fifteen minutes. Influenced by the predictions of a structured neuronal model of the cortex, other researchers focused on the behavioral aspect of intelligence. Replicating the 1993 Rauscher experiments, the other researchers found that listening to Mozarts music generates 10 to 15 minutes temporary increase in intelligence. The 1993 Rauscher research findings indicated a positive effect of Mozarts music was evident when using the S 0 B PF C Task tests. However, the Mozart Music had no significant effect on the subjects performance when taking the Matrices or Pattern Analysis tasks.
       
Further, Zhao et al. (35) argues that another experiment proves Mozarts music affects learning activities. The experiment focused deeper into the effect of Mozarts sonata K 448 on learning.  The new experiment zeroed in on the voluntary and involuntary attention investigated by recording and scrutinizing behavior -related and event related potentials information in a three stimulus visual oddball experiments.  The experiments indicated that Mozarts music made a remarkable effect on  on ERP but not on behavior. The test replicated a prior experiment indicating Mozarts music influences voluntary attention The P3b latencywas influenced by Mozarts sonata K448.The experiment conclusion showed that Mozarts Sonata K448  influences both involuntary attention and voluntary attention.   The is noteworthy because an increase in attention increases the childs learning process.
     
Furthermore, Schellenberg (317) argues that other experiments showed that many types of music, including Mozarts, enhances academic performance on various cognitive exams.  However, the test improvements were described as temporary. The secret ingredient under study here is musics brain -enticing capacity. Music arouses and clears up modody situations. Music sets the scene for improved study habits. The Mozart experiments suggest that repeated exposure to complex music induces spatial temporal learning.
       
Also, McKelvie (241) argues that other researchers conducted their own experiments to check the Rauschers Mozart based theory. The author emphasized that another experiment indicated that the performance test on spatial tasks did not improve following ten minutes of soundless sitting or lending an ear to blood pressure lowering tape. Several laboratory tests failed to confirm that Mozarts music does increase ones spatial reasoning performance. Some experiments did not replicate the findings of the 1993 Rauscher research.  It is common knowledge in psychological parlance that increasing ones intelligence quotient, even for a short time period, is not feasible. The article Listening to Mozart Does Not Improve Childrens Spatial Ability Final Curtains for the Mozart Effect generated a conclusion that the introduction of Mozarts music permanently improves intellectual performance.
       
In addition, Lynn Waterhouse (207) argues that in terms of multiple intelligences, the Mozart piano music effect theory on increasing childrens intelligence is debatable. Lynn Waterhouse insisted that the presence of literature pointing to the validity of the Mozart music test is not foolproof. The author, Lynn Waterhouse, opines that more experiments must be conducted to fill the current lack of adequate empirical support to ensure that the Mozart test is unquestionable.
         
Likewise, the same author theorizes that there could be other intervening factors that may cast doubt on the validity of the Mozart tests indicating that intelligence can be enhanced. The authors research proves that Mozarts background music calms down hyperactive children and prepares them for a comfortable learning experience. Crncec, Wilson, and Prior (579) emphasized that there is scarce evidence stating that Mozarts music is only hype. The basis for the hype issue is that the intelligence improvement lasts for a few minutes.
         
BRIEFLY, music is often associated with intelligence.  Rauscher, Shaw and Ky conducted initial experiments on the effect of listening to Mozarts music on the childrens intelligence tests. However, the increase lasts for only ten to fifteen minutes after hearing the Mozart Piano K448 music. Many experiments validated the findings of the 1993 experiment conducted by Rauscher, Shaw and Ky. Based on the above researches, the first statement Listening to Mozart increases childrens intelligence is true and not ambiguous whereas the second statement Listening to Mozart increases childrens intelligence is hype is false.