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Essay On Mozart Effect

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Does Playing Mozart to Babies Make Them Smarter?
The Mozart Effect is a phenomenon taking both the scientific world and public eye by storm. The controversy over the Mozart Effect has allowed the spread of a misconception that listening to Mozart can enhance general intelligence. The term “Mozart Effect” relates specifically to the neuropsychology research paper, carried out by Rauscher, Shaw, & Ky in 1993, that reported temporary increases in college students’ ability to perform spatial reasoning tasks after briefly listening to Mozart’s sonata K. 448 (Taylor & Rowe 2012). Although spatial reasoning is important for generating and theorising solutions to problems, this alone does not mean that listening to Mozart’s music will make babies, or anyone smarter.
Don Campbell (n.d.), from the Mozart Effect Resource Centre, claims that studies show that classical music has a strong effect on the intellectual development of children from the youngest of ages. Due to the inconsistency between the mixed reviews of research and Campbell’s claim, it is essential to look deeper into the research done on this topic to discover whether Campbell’s claim is accurate.
To be selected for analysis in this review, the research must have been of great relevance to the topic, show a strong trend in the results, have a clearly structured argument and be considerably authoritative and credible; such that it has respected author/s.
Three aspects of this topic will be discussed throughout this report to analyse why the Mozart Effect is being misrepresented. The difference between music listening and music instruction will be examined, as well as the different methodologies used in literature, and an alternate explanation for why a temporary increase in IQ ...

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...his alone, it should be noted that just because an effect is seen in a certain age bracket, does not mean it applies to everyone. Therefore, since no tests have been carried out on babies regarding their spatial reasoning or intelligence, it is prejudicial to say that the given claim is true. McKelvie and Low (2002) also provide corroborative evidence that the Mozart effect does not exist in children. A mixture of years seven and eight students were put in two different listening conditions, Mozart and Aqua (repetitive dance music), and then tested for their ability to complete a spatial reasoning task. The results of this showed that both the Mozart and Aqua group similarly improved their results in the post-test situation. The design of this experiment was comparable to that of Rauscher et al. and yet McKelvie and Low still failed to replicate the original effect.
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