Listening to Music Enhances Spatial-Temporal Reasoning: Evidence for the "Mozart Effect.".

By L. Hetland. 2000

244 citations recorded by the source corpus.

Subfields: Automotive Engineering, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e1f321b9e1bc1b25c7e22ea8220ff42636b57074

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In Automotive Engineering

In Developmental and Educational Psychology

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Citations in the corpus

Exposure to music and cognitive performance: tests of children and adults (2007, background): “…al., 1994), which are as common as successes (e.g. Husain et al., 2002; Ivanov and Geake, 2003; Nantais and Schellenberg, 1999; Rauscher et al., 1993, 1995; Rideout et al., 1998; Rideout and Taylor, 1997; Thompson et al., 2001; Wilson and Brown, 1997; for reviews, see Chabris, 1999; Hetland, 2000).”
The impact of background music on adult listeners: A meta-analysis (2011, background): “However, these studies did not analyze the effects of background music but the effects of (actively) having been listening to music (Mozart effect) that yielded rather small effects (Chabris, 1999; Hetland, 2000a) and the effects of making music (Hetland, 2000b) that produced moderate effects.”
Music Lessons Enhance IQ (2004, background): “The results were positive in some instances (Gardiner, Fox, Knowles, & Jeffrey, 1996; Hetland, 2000a; Rauscher, 2002) and transitory in others (Costa-Giomi, 1999).”
Mozart effect–Shmozart effect: A meta-analysis (2010, methodology): “This finding is consistent with findings of Hetland (2000), whose meta-analysis also yielded higher effect sizes in these conditions for studies performed by researchers affiliatedwith labs of Rauscher or Rideout than by researchers affiliated with other labs.”
Why Use Music in English Language Learning? A Survey of the Literature. (2013, background): “Additionally, the popularisation of some studies such as the ‘Mozart Effect’ (Rauscher, Shaw & Ky 1993, 1995; Hetland, 2000) by Campbell (1997) has brought increased attention from the general public to the field of cognitive science.”
Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review (2006, background): “The ME, too, has been argued to be a means to reduce differences in school functioning (Gavin, 2000; Hetland, 2000; Schellenberg, 2004).”
Effects of Musical Tempo and Mode on Arousal, Mood, and Spatial Abilities (2002, background): “In any case, a recent meta-analysis (Hetland, 2000b) concluded that male/female ratios play a negligible role in replicating the Mozart effect.”
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students (2009, background): “One of the objectives of our study was to add to the growing but still sparse database on the role of music lessons in the development of language skills (Hetland, 2000a).”
Sensory stimulation as environmental enrichment for captive animals: A review (2009, background): “spatial temporal reasoning) in animals and humans (e.g. Rauscher et al., 1993; Hetland, 2000; Gilleta et al., 2003).”
Arousal, Mood, and The Mozart Effect (2001, background): “Specifically, studies reporting a significant Mozart effect (see Chabris, 1999; Hetland, 2000) used comparison conditions that were less arousing (e.g., sitting in silence for 10 min) and less likely to induce positive mood than listening to Mozart.”
Higher education music students’ perceptions of the benefits of participative music making (2007, result): “…that there are increases in children’s Intelligence Quotient when they engage in practical music making (Schellenberg, 2004), although not all of the evidence supports these findings (Hurwitz et al ., 1975; Hetland, 2000) and some effects have been found to be transitory (Costa-Giomi, 1999).”
The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, methodology): “…and r = .32 respectively); (3) the enhancement of spatiotemporal skills is more likely to occur when music instruction is offered to younger children (3–5 years); and (4) instruction in standard musical notation may give rise to additional improvements in spatiotemporal function (Hetland, 2000a).”