Wilson 1 Rhiannon Wilson Megan Keaton ENC1102.31 25 February 2014 Annotated Bibliography Steele, Kenneth M., Karen E.

Bass, and Melissa D. Crook. "The Mystery of the Mozart Effect: Failure to Replicate." Psychological Science 10.4 (1999): 366-9. JSTOR. Web. 21 Feb. 2014. Listening to classical music as one studies, supposedly increases spatial reasoning; it is called the Mozart Effect. During the original experiment, Rauscher, Shaw, and Ky proclaimed that many of their test subjects scored more IQ points after listening to Mozart's Sonata for Two Pianos in D Major. However, it was proclaimed a temporary effect. Unfortunately, many laboratories have been unable to produce the same positive results that were found during the original experiment in 1993. During one replication of Rauscher's experiment, there was no evidence of the Mozart effect. There was, however, a change in mood scores. Subjects who listened to Mozart tended to be happier than those who were assigned the repetitive tracks from Glass. Overall, the Mozart effect has not been proven to increase IQ. It appears to be unrealistic to assume that listening to music for short period of time can raise intelligence more than a fraction. In this article, the authors make their findings with the information they derived from the experiment they completed. They use precise numbers and compare them to the original data. Also, they mentioned that the different in the three Stanford-Binet tests could account from the contrasting results in some replicated experiments, but not others. The authors should've

Wilson 2 elaborated more on the spatial reasoning aspect of it all. They spent much of the article detailing the experiments, instead of elaborating on what spatial-reasoning is. As in a few of my other sources, the authors claim that the Mozart effect is bogus, and cannot be proven. This particular source provides more evidence to that statement by explaining their replication of the original experiment, and the different results that were produced. Unlike some of the other sources, this article is adamant about the falsity of the Mozart effect. In other sources, it is suggested that classical music could assist in spatial-reasoning.

We conclude that there is little evidence to support basing intellectual intervention programs on the existence of the Mozart effect.

The experiment was designed to be a faithful replication of the central conditions of the Rauscher et al. (1995) experiment.

The main result was that no significant Mozart effect was found despite replication of the procedure used by Rauscher et al. (1995). There is a large discrepancy between the results of the two studies.

Wilson 3 Jenkins JS. The Mozart effect. J R Soc Med 94 (4) (Apr. 2001): 170-172. Web. 23 Feb. 2014. In 1993, Rauscher claimed that listening to Mozart's sonata enhances test scores, because it boosts a person's spatial reasoning skills. His rat experiments produced positive results, as the rats exposed to Mozart's music completed the maze more quickly than their unexposed companions. Rauscher explained that the area of the brain responsible for spatial temporal tasks are the same parts that process music. These findings suggest that music activates these regions of the brain, enhancing spatial reasoning. Related studies featuring children have been done to test long-term effects. Children who were taught the piano achieved higher scores than those who were taught computer lessons. The Mozart effect is also said to positively affect epilepsy. Overall, many experiments have received different results. The Mozart effect does not affect intelligence, only spatial-temporal reasoning performance. The author presents some scientific evidence but hardly any specific data, such as numerical values. Convincingly, he mentions different parts of the brain, and explains their function and the relation to music. The author succeeded at making the article easy to follow, and understand. It's not as if one needs a Ph.D. on the subject to decipher his message. At the same time, however, providing more scientific data in the article would make it's accuracy more convincing. Perhaps he could elaborate on the experiments mentioned throughout the text, and provide more of the results from said experiments. Jenkins, the author of this particular article, disagrees with the other secondary sources on the subject. The majority of resources explain the falsity of the original experiment's findings, and many scientists' inability to recreate it. However, Jenkins does conclude that the Mozart effect, if it exists, is only temporary, and that positive results have not been produced in all related experiments.

Wilson 4 It is suggested, therefore, that listening to music would prime the activation of those areas of the brain which are concerned with spatial reasoning. The longer duration of the effects than in previous reports was attributed to the length of exposure to music and the greater plasticity of the young brain. The effect varies between individuals and depends upon the spatial tasks chosen; general intelligence is not affected.

Wilson 5 Goldenberg, Matthew A., Anna H. L. Floyd, and Anne Moyer. "No Effect of a Brief Music Intervention on Test Anxiety and Exam Scores in College Undergraduates." Journal of Articles in Support of the Null Hypothesis 10.1 (2013): 1-16. JSTOR. Web. 21 Feb. 2014.

An experiment was done to test the effect of music on a college student's exam, and it yield positive results. The instructors had students listen to Mozart while studying/taking the exam, study/take the exam without music, and choose between the two choices. Test anxiety is commonly seen throughout academia, preventing some students from testing high, even though they understand the material. Playing music before the exam has been shown to relieve some of that test anxiety. Rauscher's, Shaw's, and Ky's original experiment in '93 introduced the Mozart effect: the idea that classical music enhances spatial temporal ability. However, scientists have frequently been unable to replicate this test. In this experiment, the author hypothesized that students who listened to classical music while studying or taking an exam would have lower test anxiety, and produce higher scores. Unfortunately, the hypothesis was incorrect; results showed that students who chose the music had lower scores. There are, however, factors that could've limited the music's possible ability to help. For example, few kids attended the study session, thus limiting the amount of music they were exposed to. Also, since many people were unused to listening to music while studying, it could have distracted them rather than have helped them focus. The author does an adequate job proving his point with the use of hard data. This data also makes him seem more convincing because it is often easier to believe in something when given possible evidence, especially statistics. A positive aspect of this article lies within the counterargument to his conclusions. Yes, the test yielded negative results, but there are many

Wilson 6 factors that could've limited the outcome, and it is good to point that out instead of dismissing the idea completely. It is nearly impossible for one test to prove or disprove a hypothesis. The author both agrees and disagrees with other authors. For example, he agrees with Steele, Bass, and Crook in that the Mozart effect yields no impact. Both studies negate the original findings of the 1993 experiment. However, Goldenberg disagrees as he explains that the idea of Mozart effect should not considered false as a result of his negative findings. He details several limitations that could've influenced the outcome of his experiment, and he is the only author to do so. This study examined classical musics effect on test anxiety and exam performance in a college setting by randomizing students to (1) listen to Mozart while studying and taking an exam, (2) study and take the exam under usual conditions, or (3) choose between these two alternatives. Music may also have the added benefit of improving mental functioning, although the evidence is mixed. This failure to support our hypotheses should be viewed in terms of the specific methodological details and limitations of the study before concluding that that music has no potential use in alleviating test anxiety or improving exam performance.

Wilson 7 rnec, Rudi, Sarah J. Wilson, and Margot Prior. "No Evidence For The Mozart Effect In Children." Music Perception 23.4 (2006): 305-317. Academic Search Complete. Web. 10 Mar. 2014.
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The Mozart effect is said to boost spatiotemporal abilities simply by listening to classical music, such as Mozart. Since all previous experimentations were centered on adults, this study chose to recruit children as the subjects. One hundred thirty six fifth grade students were made to listen to Mozart's Piano Sonata, popular music, and silence. The experiment's results did not produce any hint of the Mozart effect. The popular music did improve spatiotemporal tasks temporarily but scientist's decided that arousal and mood could responsible rather than the actual existence of the Mozart Effect. The article is very convincing with its data. Like the other articles, Rudi and associates fully explained the experimentation process in great detail, and they provided hard scientific data. I liked how the author explained the background of the Mozart Effect, including Rauscher's experiment with Mozart's Sonata for Two Pianos in D Major. As with many of the other author, Rudi could do well to explain what exactly spatiotemporal reasoning is in greater detail. He mentions the test they do to judge spatiotemporal reasoning but the reader doesn't get a good idea of what it actually is. I did like that the author included several possibilities as to why the experiment failed to yield the original results. For example, the Mozart Effect could only be apparent in adults because mood influences cognitive abilities in children, whereas it dosen't have much of an effect in adults. This article agrees with most others, such as Steele's and Goldenberg's. They agree that the Mozart Effect is most likely unreal with its failure to replicate. Goldenberg and Rubi both explain how the experiment could've gone wrong, and negatively affected the results. They

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Wilson 8 include the possibility that the Mozart Effect could, in fact, be true but that there could've been methodological concerns. This author also helps to contradict Jenkins, in that Jenkins writes as if the Mozart Effect is a proven thing.

Specifically, the use of additional spatiotemporal measures could improve the validity of results, excepting that the short- lived nature of the Mozart effect makes this unfeasible unless multiple experiments are conducted.

This, in turn, raises the dual possi- bility that either the Mozart effect is exclusively an adult effect or the Mozart effect does not exist at all.

This finding was subsequently described in the media as a long-term improvement in overall IQ, leading to the popular misconception that Mozart makes you smarter.

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Rauscher, Frances H., and Sean C. Hinton. "The Mozart Effect: Music Listening Is Not Music Instruction." Educational Psychologist 41.4 (2006): 233-238. Academic Search Complete. Web. 10 Mar. 2014.

The Mozart Effect is thought to increase general intelligence; that is wrong. The Mozart Effect is said to enhance adult spatial test performance for up to fifteen minutes. Unfortunately, there was no indication that it is only Mozart's music that causes this enhancement. A "metaanalysis of 36 studies" concluded that the Mozart Effect is "limited to a specific type of spatial task that requires mental rotation in the absence of a physical model." This spatial task is called a spatial-temporal task. There were also no improvements in children who listened to Mozart's Sonata for Two Pianos in D Major. No differences were found between Mozart, popular music, and relaxing music. Also, it didn't matter if the children were educated in music or not, there was still no evidence of the Mozart Effect in children. Interestingly enough, children scored better on a test after listening to popular music rather than classical. They claimed that there are most likely to be improvements if the child is listening to music that he or she likes. Also, other studies suppose the idea that arousal and mood are responsible for any positive Mozart Effectlike results. The article seems convincing in that it's peer reviewed but also contains many in-text citations, and references. I like how the author uses several different studies to prove their point, instead of focusing on one or two. Also, the author does very well by explaining what spatialtemporal tasks are. Every other secondary source gathered has not explained that term, even though it is a huge part of each article. The author of this article agrees with three of the other secondary sources. Waterhouse

Wilson 10 states that the Mozart Effect has proven difficult to replicate and that Mozart does not enhance general intelligence. Also, Waterhouse agrees with Rubi in that children were not affected at all by classical music. In fact, they do better when listening to popular music because they enjoy it so much more. Like Rubi mentioned, arousal and mood affect spatial-temporal tasks. Waterhouse disagrees with Jenkins in that he claims the Mozart Effect does not exist, or is at least too difficult to replicate that it cannot be proven. A more recent meta-analysis of 36 studies involving 2, 465 subjects found that the Mozart effect is moderate and robust but that it is limitedto a specific type of spatial task that requires mental rotation in the absence of a physical model. There was no indication that other Mozart pieces would have this effect or that the effect was in any way specific to Mozart. No differences between conditions were found, despite the finding that the children preferred listening to the popular music.

Wilson 11

Robbins, Samantha. Personal Interview. 8 March 2014 In the interview with my cousin, Sam, I learned that she does, in fact, listen to music while she studies, and completes her homework. She mainly listens to classical music, and soundtracks, such as Pirates of the Caribbean, and Jurassic Park. Sam listens to classical, and instrumental music because it helps her focus on the material shes working on. Songs with lyrics, however, distract her because she silently sings along. Soft, slow, emotional tunes help her study and focus the most. Interestingly enough, Sam cannot write a paper while listening to any kind of music because it provides too large of a distraction. In regards to the secondary sources that I have gathered, Sams answers to the interview questions have mainly supported the articles that reject the existence of the Mozart Effect. Rauscher, Shaw, and Ky, the original scientists behind the Mozart Effect, claim that listening to Mozarts Sonata for Two Pianos in D Major for ten minutes will boost test scores, and increase the amount of information retained in that small period of time. According to Sam, classical music and soundtracks only help her focus on the material she is working on. I suppose that she could do better on an exam because shes less distracted and is able to study more in a shorter period of time. However, she said that listening to the music for ten minutes has absolutely no effect on her at all. Because she only listens to music to focus, if the music were to stop, the distractions would increase and shed study less. My other sources claim that the original test, performed by Rauscher and his associates, has yet to be successfully replicated while yielding similar results. Many other scientists, such as Kenneth Steele, use this failure to replicate to refute the original suggestion that classical music improves IQ and test scores. Other authors, such as Goldenburg, suggest once again that the Mozart Effect is mostly bogus, although there could be possible limiting factors in the replicated experiments that affect the results negatively.

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Wilson 12

I prefer sad, emotional songs while studying rather than happy, fast ones like Hi Ho Silver.

The classical music sort of fades into the background, blocking out the world. It boosts my concentration by a million.

Unfortunately, listening to music while writing has the opposite effect. No matter what I listen to, be it country, classical, instrumental, etc., if I listen to music while writing, I dont accomplish anything. I experience writers block like youve never imagined!