The Mozart effect is a disputed theory that listening to Mozart’s music can improve intelligence. The theory grew from a 1993 study that found listening to Mozart temporarily strengthened spatial logic. However, the effect was short-lived, and the belief that Mozart’s music can enhance all forms of intelligence is not backed up by scientific research. Instead, psychologists recommend playing musical instruments for educational benefits.
The term Mozart effect refers to the widely disputed theory that exposure to the music of composer Wolfgang Amadeus Mozart, particularly from an early age, can improve one’s general intelligence. This theory grew out of the findings of 1993 research which showed that listening to Mozart temporarily strengthened spatial logic among a group of college students. Since their publication, many members of the media and the public have misinterpreted these findings, leading to the misconception that exposure to Mozart can provide an overall boost to intelligence. Although most psychologists view it with skepticism, the concept of the Mozart effect persists among many members of the public, due in part to the sale of classical audio recordings that are believed to improve intelligence.
University of California researchers unwittingly planted the seeds of the Mozart effect in 1993, with the publication of research exploring the link between the composer’s music and spatial logic. These researchers alternately exposed a group of students to ten minutes each of a Mozart sonata, a monotone voice, and silence. After each listening session, students completed problems that tested their spatial reasoning. The researchers found that students scored higher on these tests after listening to Mozart.
It is important to note that this 1993 research only indicated that Mozart’s music strengthened spatial logic. Furthermore, the effect was found to diminish approximately ten minutes after exposure to Mozart. However, many members of the media and the public have taken the liberty of interpreting the findings of this study. Over time, the concept of the Mozart effect, or the belief that exposure to the composer’s work can enhance many or all forms of intelligence, took root and developed rapidly. The measure of public faith in the Mozart effect is perhaps best evidenced by Georgia Governor Zell Miller’s 1998 pledge to provide every newborn in the state with a Mozart CD.
While the Mozart Effect has been widely criticized by members of the psychology community, the theory continues to attract subscribers. Its sustained popularity is due, no doubt, in part to the sale of classical audio recordings marketed to parents with promises that they will enhance a child’s intelligence. For the most part, however, these claims are not backed up by scientific research. Instead of encouraging the “quick fix” promised by the Mozart effect, many psychologists interested in the relationship between music and cognition point parents to the demonstrated benefits of playing musical instruments on a child’s educational experience.
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