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莫扎特效应

“莫扎特效应”是1993年发表在大自然的一项研究。研究者Rauscher，Shaw，和KY（1993）报道，大学生们花10分钟听莫扎特的奏鸣曲D大调已经提高他们在斯坦福-比奈子测验空间能力上智商提高8-9分。这是听放松的音乐和不听音乐的比较。而进行莫扎特效应测试后，智商的影响没有持续超过10到15分钟，这样的测试仅限于大学生，“莫扎特效应”的影响已经广为流行。据研究人员称，这种“莫扎特效应”比其他自然文章更为频繁地报道。（krakovsky，M，2005）由于“莫扎特效应”变得越来越流行和普遍，佐治亚州的州长Zell Millar在1998年提出一项法案,为每一个新生儿提供古典音乐的磁带或CD。

在这项研究中，Jones and Zigler（2002）审查涉及许多不同试图的文学来研究“莫扎特效应”。他们的研究包括试图复制他们发现的Rauscher, Shaw, and Ky（1995）。有趣的是，在2005年的研究中，听莫扎特音乐的效果并不是立竿见影的，因为这是在1993年的研究中。然而，在这两个实验中效果都是短暂的，并没有持续很长时间。

另一项研究（Rauscher等人，1997）涉及6个月的键盘训练。这项研究包括3岁至5岁的儿童，每天10分钟的私人钢琴键盘课6个月。钢琴组在韦氏学前教育的对象装配任务（需要时空的能力）中和小学智力测试（WPPSI）中有较高的得分。两组在空间识别任务中没有差（Rauscher等人，1997）。

The mozart effect

The ''Mozart effect,'' was a study published Nature in 1993. The researchers Rauscher, Shaw, and Ky (1993) reported that college students who spent 10 minutes listening to Mozart's Sonata for Two Pianos in D Major had improved their IQ scores 8-9 points higher on the Stanford-Binet subtest for spatial ability. This was compared with students who either listened to a relaxation tape or listened to nothing. While the IQ effects did not persist beyond the 10 to15 minute testing session the 'Mozart effect' and the testing was limited to college students the influence of the 'Mozart effect' has been widespread. According to researchers this 'Mozart effect' was reported significantly more frequently than other Nature articles of the time. (Krakovsky, M, 2005) The popular understanding of the 'Mozart effect' was so pervasive that the 1998 governor of Georgia, Zell Millar, proposed a bill to provide each newborn child with a cassette or CD of classical Music.

In this study Jones and Zigler (2002) examine the literature relating to many varied attempts to find the 'The Mozart Effect'. Their research included Rauscher, Shaw, and Ky (1995) who attempted to replicate their findings. Interestingly in the 2005 study the effect of listening to Mozart was not immediate as it was in the 1993 study. However the effect was short lived in both experiments and did not continue.

Another study (Rauscher et al., 1997)involved 6 months of keyboard training. The study involved children between the ages of 3 and 5 each had a private piano keyboard lesson for 10 minutes a day for /day for 6 months. The piano group had higher post-test scores on the Object Assembly task (requiring spatial-temporal abilities) of the Weschler Preschool and Primary School Test of Intelligence (WPPSI). There were no differences between the groups on spatial recognition tasks (Rauscher et al., 1997).

The research of Jones and Zigler outlines numerous researchers who have attempted to replicate the 'Mozart effect' with limited success. Also noted is the fact that the Rauscher et al. Study of 1997 has not been replicated. Methodological criticisms are cited as being likely to account for the lack of replication.

For Jones and Zigler the popularity of the 'Mozart effect' can be attributed to entrepreneurs seeking to make financial gain as well as the appeal of the quick-fix solution as opposed to substantive (and more expensive) programs that have been proven. Jones and Zigler commend the research of Hart and Risley (1995) who studied language development of children raised in different socio economic groups and the way that impacted the quality and quantity of utterances heard by