Relevant bibliographies by topics / Mozart effect

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mozart effect'

Author: Grafiati
Published: 4 June 2021
Last updated: 23 February 2023

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Journal articles on the topic "Mozart effect"

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Meares, Madison, and Leilani Goodmon. "Disentangling the Rhythm from the Melody: What Really Causes the Mozart Effect?" Florida Undergraduate Research Journal 2, no. 1 (January 2023): 15–31. http://dx.doi.org/10.55880/furj2.1.02.

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The Mozart Effect refers to enhanced spatial ability following listening to 10 minutes of Mozart music (Rauscher et al., 1993; Rauscher et al., 1995; Rideout & Taylor, 1997). However, many researchers have not been able to replicate its benefit on cognitive functioning (McKelvie & Low, 2002; Steele et al., 1999) while other researchers provide evidence that the intellectual benefit may not be due to the music exclusively, but to changes in mood and arousal levels (Cacciafesta et al., 2010; Steele, 2000; Lints & Gadbois, 2003; Thompson et al., 2001). Furthermore, it is unclear whether this Mozart Effect is the result of the melody or the rhythmic pattern of the Mozart music (Shi, 2020). Therefore, the purpose of the current study was to determine which musical element (i.e., melody or rhythmic pattern) of Mozart’s sonata (Mozart Sonata for Two Piano’s in D major, K. 448) causes the spatial performance enhancement and to determine if the benefit generalizes to another type of spatial ability, specifically 2D mental rotation. In order to disentangle the effects of the rhythm from the melody, we exposed participants to a Lo-fi (i.e., reproduction of audio that highlights the rhythmic pattern of Mozart’s sonata with a slower tempo) version of the Mozart sonata that maintained the rhythmic pattern of the sonata but differed in melody. Inconsistent with hypotheses, neither version of the Mozart music significantly improved mood and arousal; however, the mood/arousal benefits approached significance while the control music, Albinoni’s Adagio in G Minor for Organ and Strings, significantly decreased mood/arousal. Thus, the current results provide some evidence that the rhythmic pattern (as opposed to the melody) of the Mozart sonata increases mood/arousal. However, the rhythmic pattern failed to produce better cognitive functioning (e.g., faster 2D mental rotation) in either its original form or the Lo-fi form.
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Skiba, Ya B., M. M. Odinak, A. Yu Polushin, M. Yu Prokudin, M. V. Selikhova, S. N. Bardakov, M. Yu Ratanov, and V. I. Pustovoyt. "Mozart effect in patients with epilepsy." Epilepsy and paroxysmal conditions 13, no. 3 (October 29, 2021): 264–73. http://dx.doi.org/10.17749/2077-8333/epi.par.con.2021.061.

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Objective: to analyze available publications assessing efficacy of the Mozart effect in patients with epilepsy.Material and methods. A search for scientific publications has been performed in PubMed, Scopus and eLibrary databases by retrieving inquiries "Mozart effect" and "epilepsy" in paper title, resume and keywords. As a result, 18 studies matching inclusion and exclusion criteria were selected. The data obtained were systematized into four categories: 1) whether a single listening of Mozart’s Sonata for Two Pianos in D major, K.448 affect interictal epileptiform activity (IEA) immediately during an event; 2) whether a repeated (course) of listening K.448 affect IEA; 3) is there a delayed effect on IEA after a single or repeated listening of K.448; 4) how does the Mozart effect act on rate of epileptic seizures during ongoing therapy course of listening K.448 or afterwards.Results. It was found that therapy with Mozart’s sonata K.448 may lower IEA index during a single listening of this musical composition and shortly afterwards. A lowered IEA index during a course listening of K.448 lasting for some time afterwards may be observed as well. Moreover, a repeated listening of K.448 may reduce rate of epileptic seizures within entire music course.Conclusion. The analysis revealed that there are currently some reasons to consider the Mozart effect as a means of neurostimulation impacting on rate of epileptic seizures and IEA.
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Twomey, A., and A. Esgate. "The Mozart Effect May Only Be Demonstrable in Nonmusicians." Perceptual and Motor Skills 95, no. 3 (December 2002): 1013–26. http://dx.doi.org/10.2466/pms.2002.95.3.1013.

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The “Mozart effect” is the tendency to score higher on spatiotemporal IQ subscales following exposure to complex music such as Mozart's Sonata K.448. This phenomenon was investigated in 20 musicians and 20 nonmusicians. The trion model predicts increased synchrony between musical and spatiotemporal centres in the right cerebral hemisphere. Since increased left-hemispheric involvement in music processing occurs as a result of music training, predictions deriving from the possibility of increased synchrony with left-hemispheric areas in musicians were tested. These included improved performance on language as well as spatiotemporal tasks. Spatiotemporal, synonym generation, and rhyming word generation tasks were employed as was the Mozart Sonata K.448. A Mozart effect was demonstrated on the spatiotemporal task, and the facilitatory effect of exposure to Mozart was greater for the non-musician group. This finding adds to the robustness of the Mozart effect since novel tasks were used. No Mozart effect was found for either group on the verbal tasks, although the musicians scored higher on rhyming word generation. This new finding adds to the number of nonmusical tasks apparently showing long-term benefits from music training. However, no systematic link was found between performance on any task and number of years spent in music training. The failure to induce a Mozart effect in the musician group on verbal tasks, as well as that group's limited facilitation on spatiotemporal tasks, may be associated with either a ceiling effect due to the long-term effects of music training or from methodological factors. Both possibilities are discussed.
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Brackney, Dana E., and Jessica L. Brooks. "Complementary and Alternative Medicine: The Mozart Effect on Childhood Epilepsy—A Systematic Review." Journal of School Nursing 34, no. 1 (November 20, 2017): 28–37. http://dx.doi.org/10.1177/1059840517740940.

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This systematic review examines the effectiveness of Mozart’s music in decreasing seizures in children with epilepsy (Mozart Effect) using the Johns Hopkins Nursing Evidence-Based Practice rating scale©. A search for articles with “Mozart Effect,” “child*,” and “epilepsy” was conducted in CINAHL Complete, Science Direct, Cochrane, and PubMed databases. Eight studies were selected based on the exclusion and inclusion criteria after removal of duplicates ( n = 17) and others ( n = 46). Studies included were English language, peer reviewed, published between April 2010 and February 2017, and available in full text with an abstract. Quasi-experimental studies demonstrate that the Mozart Effect May reduce epileptiform discharges or seizures in children and has potential as an adjunct to medical management of seizure activity or alone when medication or surgery is not accepted. A causal relationship between the music of Mozart and decreased seizure activity has yet to be demonstrated.
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Gilleta, Karen S., Mirna I. Vrbancic, Lorin J. Elias, and Deborah M. Saucier. "A Mozart Effect for Women on a Mental Rotations Task." Perceptual and Motor Skills 96, no. 3_suppl (June 2003): 1086–92. http://dx.doi.org/10.2466/pms.2003.96.3c.1086.

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During the past decade, there have been numerous reports of a brief, but statistically significant, improvement in immediate spatial-temporal performance after listening to 10 min. of Mozart's Sonata K.448, known as the “Mozart effect.” The purpose of the present study was to assess whether production of the effect is influenced by length of listening conditions or sex. Each of 52 right-handed participants (26 females, 26 males) completed a paper-folding and cutting task and a Mental Rotations task following a listening condition in which the Mozart sonata was played and a silent condition (no music was played). A significant 3-way interaction among sex, listening condition, and task indicated that an effect was present only for women on the Mental Rotations task. As such, researchers should investigate the role of sex in production of the Mozart effect.
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Colucci, Dennis A. "The Mozart Effect." Hearing Journal 67, no. 10 (October 2014): 56. http://dx.doi.org/10.1097/01.hj.0000455834.42735.51.

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Jones, Stephanie M., and Edward Zigler. "The Mozart effect." Journal of Applied Developmental Psychology 23, no. 3 (May 2002): 355–72. http://dx.doi.org/10.1016/s0193-3973(02)00113-2.

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Jenkins, J. S. "The Mozart Effect." Journal of the Royal Society of Medicine 94, no. 4 (April 2001): 170–72. http://dx.doi.org/10.1177/014107680109400404.

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Hughes, John R., and William H. James. "The Mozart Effect." Journal of the Royal Society of Medicine 94, no. 6 (June 2001): 316–17. http://dx.doi.org/10.1177/014107680109400631.

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van der Weiden, Rob M. F. "The Mozart Effect." Journal of the Royal Society of Medicine 94, no. 10 (October 2001): 553. http://dx.doi.org/10.1177/014107680109401033.

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Dissertations / Theses on the topic "Mozart effect"

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Zemánek, Václav. "Akustická analýza Mozartova efektu a jeho působení u pacientů s epilepsii." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2018. http://www.nusl.cz/ntk/nusl-377329.

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The music, in generaly, can calm down a human internally. The effect of Mozart's music can even be measured. Students, who listened Mozart's music, had higher IQ result and epileptiform activity is describing on patients with epilepsy. This master's thesis is dealing with design of the evaluation system, which can determine music parameters describing epileptiform activity.
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Bampton, Christopher D. "Does music affect intelligence? : is the Mozart effect caused by reduced test anxiety? /." Adelaide, 1997. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb211.pdf.

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Paterson, Jessica. "Why choose music? A study in parental motivation toward formal music learning and the cultural beliefs regarding its benefits." Thesis, Sydney Conservatorium of Music, 2008. http://hdl.handle.net/2123/3995.

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The purpose of this study was to examine the motivations of parents when choosing to engage their children in formal music learning, whilst exploring the cultural beliefs regarding its benefits. The study was conducted in two phases, including questionnaire distribution and a case study, involving the analysis of both numerical and verbal data. The results present four themes that emerged throughout the data collection process. These include parental opinions regarding music and academic ability, being a good parent (including aspects of opportunity and parental musical experience), the importance of a child’s right to choose their own experiences, and the influence of a love of music. The results are indicative of a particular sample only, and there are numerous implications for future research. Results contribute to the growing literature regarding parental motivation toward formal music learning, and the importance of the role of the parent in a child’s musical experience.
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Waller, George Darryl. "The Impact of Music Education on Academic Achievement, Attendance Rate, and Student Conduct on the 2006 Senior Class in One Southeast Virginia Public School Division." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27477.

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For several decades music educators have proposed that the study of music has a significant impact on student academic achievement, attendance rates, and student conduct. In an era of higher student and teacher accountability, increasing budget cuts, the federal No Child Left Behind Act (NCLB), and stringent state standards of learning, a number of educators have argued that education in music can boost test scores, attendance, attitudes toward school, reduce discipline referrals, and increase overall academic achievement. The purpose of this study was to quantify general education claims by examining high school academic achievement data, attendance rates, and student conduct of the 2006 graduating class in one Southeast Virginia school division. In addition, this study briefly explores the impact that music education has on the human brain and on academic achievement at the elementary school and secondary school levels. Moreover, influences that integrating music has on academic achievement in general education courses, arts integration programs, and elements of an effective music education program are explored. Specific research studies provide evidence to support key concepts and the need for additional research. The research design includes the independent variables: subject and number of years enrolled in formal music courses or no formal music courses, gender, ethnicity, and enrollment in formal music courses or no formal music courses in high school, grades nine through twelve. The dependent variables include: academic achievement as measured by grade twelve weighted cumulative grade point average (GPA), attendance rate as measured by the number of absences in grade twelve, and student conduct as measured by the number of discipline referrals in grade nine through grade twelve. Four research questions were used to explore academic achievement, attendance rate, and student conduct with regard to music or no music courses taken in grades nine through twelve. Ethnicity and gender were reported using the common dependent variables among participants in three populations " entire study population, music population, and non music population. Conclusions were based upon sophisticated statistical tests including descriptive and inferential statistics, correlations, analysis of variance (ANOVA), and regression statistics. These tests confirmed the four research questions and null hypotheses that music students out perform their non music counterparts in academic achievement, attendance rate, and student conduct. Although the studied school division does not distinguish between excused and unexcused absences, music students had fewer days absent than non music students.
Ph. D.
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Schwanzer, Miroslav. "Studium vlivu akustických podnětů na člověka." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2012. http://www.nusl.cz/ntk/nusl-374608.

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The thesis deals with EEG signals, their description, methods of quantitative analysis and the processes in time-frequency domains, or power spectrums. The relationsheep between brain electrical activity and acustic stimuli (Mozart´s “Sonata K448”) was studied using EEG analysis in relation to sound impulses from replayed extracts of. The proposed experiment protocol included recording of EEG of volunteers. In order to visualize and analyze the data, the software with the graphic user interface was created, which enables topological mapping of brain activity and its vizualization in the time-frequency domain.
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Perciante, Valerie Elizabeth. "Effects of Mozart music on specific mathematical testing." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Li, Chen-Yi, and 李貞儀. "the influence of Mozart Effect on learning in classroomfor primary school children." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/06679064762146315250.

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碩士
中原大學
工業與系統工程研究所
105
Taiwan is a low birth rate country, parents attaches great importance to the education of children, attention is the most seriously problem as children learn at school ; In many studies stated that music can promote intelligent performance. Since the 1990 US scholars and experts are explore that discussion mental development and intelligent ascension experiment with Mozart music, as everyone knows, it enhance children to become smarter. In this study, we try to investigate as children listen the Mozart K448 over a short span, and discuss children’s attention and ignore the interference. The subjects are grades four and five children for the study, adopt the same group with before and after tests. By learning assessment scores, attention maze game and SNAV-IP dedicated data analysis, to understand children in learning, whether the attention was progressive or not, and thus enhance children''s learning effectiveness. The results show that long-term play sound at a specific time of Mozart music, term assessment scores positively correlated with attention ( p-value =.000，p<.05), and attention maze game and SNAV-IP table also showed a positive correlation (p-value =.001，p<.05). Therefore, children showing an overall positive results, whether they learning or get along with others, their mind tends to relatively moderate than before. Although this results with no significant change in expectations, there is progressive improvement, we hope this activity can continue to integrate in children learning environment.
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Yonnone, Patrick M. "Comparing silence with verbal & non-verbal music and irrelevant speech in mathematics assessment." 2012. http://hdl.handle.net/2152/19918.

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This study looks at the effects of silence as compared to two different types of music and one type of irrelevant speech to analyze the effects on an assessment of 4 categories of mathematical questions. The hypothesis tested was that students would perform best when subject to no distraction (silence), followed closely by non-verbal music (dubstep), while verbal music (Rap) and irrelevant self-speech (repeating the word ‘za’) would result in a decrease in performance. The hypothesis was not found to be statistically significant, but a general trend supporting the hypothesis was present and found to be consistent with similar research.
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Husain, Gabriela. "Re-examination of the Mozart effect effects of music tempo and mode on arousal, mood, and spatial performance /." 2001. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66385.

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Sweeny, Ryan Michael. "Making sense of the Mozart effect correcting the problems created by null hypothesis significance testing /." 2006. http://etd.nd.edu/ETD-db/theses/available/etd-12082006-122440/.

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Books on the topic "Mozart effect"

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Campbell, Don. The Mozart Effect. New York: HarperCollins, 2009.

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Amadeus, Mozart Wolfgang. Mozhate xiao ying: Mozart effect. [Beijing Shi]: Jiu zhou yin xiang chu ban gong si, 2009.

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G, Campbell Don. The Mozart Effect for Children. New York: HarperCollins, 2009.

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Collins, Cindy Louise. The effect of music on spatial ability: Further investigation of the Mozart effect. Sudbury, Ont: Laurentian University, Department of Psychology, 2001.

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Shaw, G. L. Keeping Mozart in mind. San Diego, Calif: Academic, 2000.

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Matthew, Peterson, ed. Keeping Mozart in mind. 2nd ed. San Diego, Calif: Elsevier Academic Press, 2004.

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La música, Mozart y su efecto en bebés. México, D.F: Home Comercializadora Orión Gamma, 2008.

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G, Campbell Don. The Mozart effect for children: Awakening your child's mind, health and creativity with music. London: Hodder Mobius, 2002.

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The Mozart effect for children: Awakening your child's mind, health, and creativity with music. New York: Quill, 2002.

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The Mozart effect: Tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit. New York: Avon Books, 1997.

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Book chapters on the topic "Mozart effect"

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Johnson, Caitlin R. "Inverting the Mozart Effect: Discovering What Composers Can Learn from Writing." In Communications in Computer and Information Science, 59–66. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27498-0_5.

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Xie, Chen, Lun Zhao, Duoqian Miao, Deng Wang, Zhihua Wei, and Hongyun Zhang. "A Study of Mozart Effect on Arousal, Mood, and Attentional Blink." In Brain Informatics, 224–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15314-3_21.

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Huy, H. Q. M., T. Q. D. Khoa, and V. V. Toi. "Investigating the Mozart Effect on Brain Function by Using Near Infrared Spectroscopy." In IFMBE Proceedings, 678–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21729-6_165.

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Hughes, John R., and John J. Fino. "The Mozart Effect." In Neurology of the Arts, 237–73. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2004. http://dx.doi.org/10.1142/9781860945915_0013.

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"7. The Mozart Effect." In The First Three Years and Beyond, 139–55. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300127393-008.

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Hui, Ken. "Mozart Effect in preschool children?" In Music in the Lives of Young Children, 210–21. Routledge, 2021. http://dx.doi.org/10.4324/9781003090311-14.

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Shaw, Gordon L. "EEG and fMRI Studies of the Mozart Effect." In Keeping Mozart in Mind, 205–10. Elsevier, 2004. http://dx.doi.org/10.1016/b978-012639061-2/50019-7.

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Gray, Colin, and Sergio Della Sala. "The Mozart effect: it's time to face the music!" In Tall Tales about the Mind and BrainSeparating fact from fiction, 148–57. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780198568773.003.0011.

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"The `Mozart Effect', baby Einsteins, and other mediarelated mythinformation." In Parenting with Reason, 95–118. Routledge, 2009. http://dx.doi.org/10.4324/9780203854280-8.

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Mirka, Danuta. "Hypermetrical Irregularities in Expanded Phrases." In Hypermetric Manipulations in Haydn and Mozart, 173–213. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197548905.003.0005.

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This chapter deals with hypermetrical irregularities in phrases expanded by means of parenthesis, repetition, and appendix. All these means of phrase expansion were recognized by eighteenth-century authors. The discussion of parenthesis reveals an uncharacteristically careless treatment of this concept by Heinrich Christoph Koch. It outlines its further development by Hugo Riemann and Heinrich Schenker and deconstructs the concept of parenthesis developed by William Rothstein (1989), thus restoring it to eighteenth-century perspective. The discussion of repetition engages with Rothstein’s discussion of this technique of phrase expansion and its effect upon hypermeter. The discussion of appendix compares Koch’s account of this concept to Rothstein’s concept of “suffix.”
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Conference papers on the topic "Mozart effect"

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Hayashi, Isao, Masaki Ogino, Masao Horie, Ayami Yatsuzuka, and Jasmin Leveille. "Improvement of Concentration of Numeracy by Mozart Effect." In 8th International Conference on Bio-inspired Information and Communications Technologies (formerly BIONETICS). ACM, 2015. http://dx.doi.org/10.4108/icst.bict.2014.257883.

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Handayani, Anggun Fitri, and Hermeksi Rahayu. "Effect of Mozart Music Therapy on the Sucking Reflex and Body Weight Gain in Infants with Low Birth Weight." In The 8th International Conference on Public Health 2021. Masters Program in Public Health, Universitas Sebelas Maret, 2021. http://dx.doi.org/10.26911/ab.maternal.icph.08.2021.17.

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Ren, Haoran, Xinyu Jiang, Ke Xu, Liangyan Zou, Laishuan Wang, Chunmei Lu, Xiangyu Liu, and Wei Chen. "Evaluation of the Effects of Mozart Music on Cerebral Hemodynamics in Preterm Infants." In 2019 IEEE Biomedical Circuits and Systems Conference (BioCAS). IEEE, 2019. http://dx.doi.org/10.1109/biocas.2019.8919100.

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Dinani, Homa Jafari, Pegah Eslami, Forough Mortazaeinezhad, and Reza Taheri Ghahrizjani. "Effects of Laser Radiation on the Growth Indicators of Kelussia Odoratissima Mozaff. Medical Plant." In 2019 Photonics North (PN). IEEE, 2019. http://dx.doi.org/10.1109/pn.2019.8819599.

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Selviana Joni, Maria, Paulus Liben, and Hermanto Tri Joewono. "The Effect of Mozart’s Music on Mus Musculus Balb/C Spermatozoa’s Quantity and Motility Exposed by Lead Acetate." In Surabaya International Physiology Seminar. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007335601980200.

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