Music Listening and Cognitive Abilities in 10‐ and 11‐Year‐Olds: The Blur Effect
Identifieur interne : 000033 ( Istex/Corpus ); précédent : 000032; suivant : 000034Music Listening and Cognitive Abilities in 10‐ and 11‐Year‐Olds: The Blur Effect
Auteurs : E Glenn Schellenberg ; Susan HallamSource :
- Annals of the New York Academy of SciencesThe Neurosciences and Music II: From Perception to Performance [ 0077-8923 ] ; 2005-12.
English descriptors
Abstract
Abstract: The spatial abilities of a large sample of 10 and 11 year olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener.
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DOI: 10.1196/annals.1360.013
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ISTEX:B855549F265E21B5DE5F48E0FED17412E3CF604BLe document en format XML
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After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener.</abstract><subject lang="en"><genre>Keywords</genre><topic>music and cognition</topic><topic>Mozart effect</topic><topic>arousal and cognition</topic><topic>mood and cognition</topic></subject><relatedItem type="host"><titleInfo><title>Annals of the New York Academy of SciencesThe Neurosciences and Music II: From Perception to Performance</title></titleInfo><identifier type="ISSN">0077-8923</identifier><identifier type="eISSN">1749-6632</identifier><identifier type="DOI">10.1111/(ISSN)1749-6632</identifier><identifier type="PublisherID">NYAS</identifier><part><date>2005</date><detail type="volume"><caption>vol.</caption><number>1060</number></detail><detail type="issue"><caption>no.</caption><number>1</number></detail><extent unit="pages"><start>202</start><end>209</end><total>8</total></extent></part></relatedItem><identifier type="istex">B855549F265E21B5DE5F48E0FED17412E3CF604B</identifier><identifier type="DOI">10.1196/annals.1360.013</identifier><identifier type="ArticleID">NYAS202</identifier><recordInfo><recordOrigin>Blackwell Publishing Ltd</recordOrigin><recordContentSource>WILEY</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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