i wrote this last year for a developmental psych paper
id love to hear anyone's thoughts on it or on the subject...
wil
PRENATAL MOZART EFFECTS
The Mozart Effect and
Applications During Prenatal Development
Will Hamilton
Pacific Graduate School of Psychology
The Mozart Effect refers to the claim that people perform better on tasks testing their spatial abilities after listening to music composed by Mozart. Rauscher, Shaw, and Ky (1993) first observed that college students performed better on standardized spatial abilities tasks after listening to 10 minutes of Mozart’s Sonata for Two Pianos in D Major, as compared to relaxation instructions or sitting in silence. The Mozart experimental group scored an average 8-9 points higher on the spatial IQ portions of the Stanford-Binet Intelligence Scale than control groups. Despite the fact that the effect was short term (10-15 minutes), it received widespread popular media attention (NBC News, 1994). As Mckelvie and Low (2002) have noted:
Mozart music has been marketed for improving adult’s IQ (Polygram’s Classic CD ‘Mozart for your Mind’, 1995), babies’ IQ (‘Baby Mozart’, video from MMB Music INC), and even prenatal IQ through stethoscope-like devices (Weiss, 1999). There have been Internet sites, institutes (e.g. The Music Intelligence Neural Development Institute), conferences and books (e.g. Campbell, 1997) devoted to the Mozart effect. (p.241)
Because of its passive effect on learning, the Mozart effect has been particularly marketed towards the parents of children (Campbell, 2002). However, there has been much controversy over the actual empirical results of the Mozart effect. Many studies have failed to replicate the Mozart effect (Steele, Bass, & Crook, 1999). Chabris’s (1999) meta-analysis of 16 studies concluded that although there may be a small intermittent effect of a 1-2 point IQ change in spatial-temporal processing, the change was best accounted for by the increased arousal from listening to music one enjoys. Other studies have reached the same conclusion (McKelvie & Low, 2002). Nantais and Schellenberg (1999) helped to elaborate on this idea of increased arousal in spatial performance. They found that participants performed better on spatial abilities tasks after listening to Mozart only if they enjoyed Mozart; alternatively, they also performed better in spatial tasks after listening to audio recordings of Stephen King so long as they enjoyed Stephen King (Nantais & Schellenberg, 1999)
However, long-term improvements in spatial-temporal reasoning as a consequence of music lessons have been reported (Rauscher et al., 1997). “Rauscher and her colleagues have proposed that the so called Mozart effect can be explained by the trion model (Leng & Shaw, 1991), which posits that exposure to complex musical compositions excites cortical firing patterns similar to those used in spatial-temporal reasoning, so that performance on spatial-temporal tasks is positively affected by exposure to music” (Nantais & Schellenberg, 1999, p.370). According to the Music Intelligence Neural Institute (M.I.N.D. Institute, 2004),
The trion model, based on Mountcastle's columnar organizational principle for mammalian cortex, proposes that this columnar structure produces an inherent repertoire of spatial-temporal firing patterns that form the common neural language of the cortex. These inherent memory patterns have the built-in ability to recognize, compare and find relationships among objects using symmetry operations to perform spatial recognition. The development of the inherent patterns into specific temporal sequences allows for the more complex spatial-temporal reasoning, again using built-in symmetry operations. Spatial-temporal reasoning involves maintaining and transforming mental images in the absence of a physical image and is required for such higher brain functions as music, chess and math. Although specific brain functions crucially depend on different cortical areas, many cortical areas are involved in each higher brain function at some important level. Studies have demonstrated that sophisticated cognitive musical abilities and reasoning are present in infants. Leng and Shaw (1991) proposed that music is a "pre-language" available at an early age to access the brain's inherent firing patterns and enhance the ability to do spatial-temporal reasoning.
Although the trion model may not apply to adults, it may apply to the prental child Sound differentiation and fetal learning have been clearly demonstrated. For example, newborns have been shown to prefer the sound of their mother’s voice based solely on prenatal learning (DeCasper & Fifer, 1980). However, the effect of prenatal music exposure on spatial reasoning abilities has not clearly been delineated. Although, several studies have examined the effect of prenatal music exposure on more global abilities.
For example, LaFuente (1997) examined the effect of musical stimuli on the intellectual and physical development of the fetus. Mothers in the experimental group wore a waistband equipped with small speakers connected to a tape recorder which played a series of 8 tapes of violin sounds. This exposed the unborn babies to an average of 70 hours of music from about 28 weeks to the end of pregnancy. After birth, the Observational Scale of Development was used by mothers to chart the onset of behaviors from 0 to 6 months. Findings revealed the superiority of prenatally stimulated children in gross and fine motor activities, in linguistic development, in some aspects of somato-sensory coordination, and in certain cognitive behaviors.
Similarily, Cary (1987) notes:
Infants who receive systematic prenatal musical stimulation are more advanced in attention and vocalization than are those whose musical stimulation comes later. Early continuous exposure to music is a positive influence in advancing musical aptitude and also appears to generate and increase a child's abilities in components of giftedness (e.g., problem solving, creativity).
These results seem to be predicted by the trion model. However, it is my speculation that the effect of prenatal music exposure on spatial reasoning abilities has to do with the variance of rhythm in the music. I argue this because sounds are filtered through the fluid properties of the reproductive system- leaving rhythmic cues intact, but extinguishing higher frequency sounds (McMullen & Saffron, 2004). Additonally, repetitive music does not enhance spatial abilities (Rauscher et al., 1995). More than likely, it is the variance in spatial-temporal firings which may account the additional benefit predicted in the trion model. Thus, the Mozart effect most likely occurs due to the temporal variation found in Mozart’s music, and would be replicated in any other musical genre that emphasizes variable rhythms. Clearly, this is an avenue for further research.
id love to hear anyone's thoughts on it or on the subject...
wil
PRENATAL MOZART EFFECTS
The Mozart Effect and
Applications During Prenatal Development
Will Hamilton
Pacific Graduate School of Psychology
The Mozart Effect refers to the claim that people perform better on tasks testing their spatial abilities after listening to music composed by Mozart. Rauscher, Shaw, and Ky (1993) first observed that college students performed better on standardized spatial abilities tasks after listening to 10 minutes of Mozart’s Sonata for Two Pianos in D Major, as compared to relaxation instructions or sitting in silence. The Mozart experimental group scored an average 8-9 points higher on the spatial IQ portions of the Stanford-Binet Intelligence Scale than control groups. Despite the fact that the effect was short term (10-15 minutes), it received widespread popular media attention (NBC News, 1994). As Mckelvie and Low (2002) have noted:
Mozart music has been marketed for improving adult’s IQ (Polygram’s Classic CD ‘Mozart for your Mind’, 1995), babies’ IQ (‘Baby Mozart’, video from MMB Music INC), and even prenatal IQ through stethoscope-like devices (Weiss, 1999). There have been Internet sites, institutes (e.g. The Music Intelligence Neural Development Institute), conferences and books (e.g. Campbell, 1997) devoted to the Mozart effect. (p.241)
Because of its passive effect on learning, the Mozart effect has been particularly marketed towards the parents of children (Campbell, 2002). However, there has been much controversy over the actual empirical results of the Mozart effect. Many studies have failed to replicate the Mozart effect (Steele, Bass, & Crook, 1999). Chabris’s (1999) meta-analysis of 16 studies concluded that although there may be a small intermittent effect of a 1-2 point IQ change in spatial-temporal processing, the change was best accounted for by the increased arousal from listening to music one enjoys. Other studies have reached the same conclusion (McKelvie & Low, 2002). Nantais and Schellenberg (1999) helped to elaborate on this idea of increased arousal in spatial performance. They found that participants performed better on spatial abilities tasks after listening to Mozart only if they enjoyed Mozart; alternatively, they also performed better in spatial tasks after listening to audio recordings of Stephen King so long as they enjoyed Stephen King (Nantais & Schellenberg, 1999)
However, long-term improvements in spatial-temporal reasoning as a consequence of music lessons have been reported (Rauscher et al., 1997). “Rauscher and her colleagues have proposed that the so called Mozart effect can be explained by the trion model (Leng & Shaw, 1991), which posits that exposure to complex musical compositions excites cortical firing patterns similar to those used in spatial-temporal reasoning, so that performance on spatial-temporal tasks is positively affected by exposure to music” (Nantais & Schellenberg, 1999, p.370). According to the Music Intelligence Neural Institute (M.I.N.D. Institute, 2004),
The trion model, based on Mountcastle's columnar organizational principle for mammalian cortex, proposes that this columnar structure produces an inherent repertoire of spatial-temporal firing patterns that form the common neural language of the cortex. These inherent memory patterns have the built-in ability to recognize, compare and find relationships among objects using symmetry operations to perform spatial recognition. The development of the inherent patterns into specific temporal sequences allows for the more complex spatial-temporal reasoning, again using built-in symmetry operations. Spatial-temporal reasoning involves maintaining and transforming mental images in the absence of a physical image and is required for such higher brain functions as music, chess and math. Although specific brain functions crucially depend on different cortical areas, many cortical areas are involved in each higher brain function at some important level. Studies have demonstrated that sophisticated cognitive musical abilities and reasoning are present in infants. Leng and Shaw (1991) proposed that music is a "pre-language" available at an early age to access the brain's inherent firing patterns and enhance the ability to do spatial-temporal reasoning.
Although the trion model may not apply to adults, it may apply to the prental child Sound differentiation and fetal learning have been clearly demonstrated. For example, newborns have been shown to prefer the sound of their mother’s voice based solely on prenatal learning (DeCasper & Fifer, 1980). However, the effect of prenatal music exposure on spatial reasoning abilities has not clearly been delineated. Although, several studies have examined the effect of prenatal music exposure on more global abilities.
For example, LaFuente (1997) examined the effect of musical stimuli on the intellectual and physical development of the fetus. Mothers in the experimental group wore a waistband equipped with small speakers connected to a tape recorder which played a series of 8 tapes of violin sounds. This exposed the unborn babies to an average of 70 hours of music from about 28 weeks to the end of pregnancy. After birth, the Observational Scale of Development was used by mothers to chart the onset of behaviors from 0 to 6 months. Findings revealed the superiority of prenatally stimulated children in gross and fine motor activities, in linguistic development, in some aspects of somato-sensory coordination, and in certain cognitive behaviors.
Similarily, Cary (1987) notes:
Infants who receive systematic prenatal musical stimulation are more advanced in attention and vocalization than are those whose musical stimulation comes later. Early continuous exposure to music is a positive influence in advancing musical aptitude and also appears to generate and increase a child's abilities in components of giftedness (e.g., problem solving, creativity).
These results seem to be predicted by the trion model. However, it is my speculation that the effect of prenatal music exposure on spatial reasoning abilities has to do with the variance of rhythm in the music. I argue this because sounds are filtered through the fluid properties of the reproductive system- leaving rhythmic cues intact, but extinguishing higher frequency sounds (McMullen & Saffron, 2004). Additonally, repetitive music does not enhance spatial abilities (Rauscher et al., 1995). More than likely, it is the variance in spatial-temporal firings which may account the additional benefit predicted in the trion model. Thus, the Mozart effect most likely occurs due to the temporal variation found in Mozart’s music, and would be replicated in any other musical genre that emphasizes variable rhythms. Clearly, this is an avenue for further research.
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Salt Lake City
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Re: Prenatal Mozart Effects
Sat, November 5, 2005 - 9:41 AMThanks for posting that! Good stuff to digest!
