MozartV1, PascalFrancis, Corpus, bibRecord, 000145

The influence of Mozart's music on brain activity in the process of learning

Identifieur interne : 000145 ( PascalFrancis/Corpus ); précédent : 000144; suivant : 000146

The influence of Mozart's music on brain activity in the process of learning

Auteurs : Norbert Jausovec ; Ksenija Jausovec ; Ivan Gerlic

Source :

Clinical neurophysiology [ 1388-2457 ] ; 2006.

RBID : Pascal:07-0042273

Descripteurs français

Pascal (Inist)
- Musique, Encéphale, Apprentissage, Effet amorçage, Rotation, Danse, Electroencéphalographie, Résolution problème, Désynchronisation, Synchronisation, Entropie, Performance.

English descriptors

KwdEn :
- Dance, Desynchronization, Electroencephalography, Encephalon, Entropy, Learning, Music, Performance, Priming effect, Problem solving, Rotation, Synchronization.

Abstract

Objective: The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test Rauscher et al.'s (1993) priming explanation of the Mozart effect. Methods: In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one - CG who prior to and after training relaxed, and three experimental groups: MM - who prior to and after training listened to music; MS - who prior to training listened to music and subsequently relaxed; and SM - who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM - who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn). Results: In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more α band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 a and γ band synchronization than did the respondents of the BM group. Conclusions: Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks. Significance: The results support Rauscher et al.'s (1993) priming explanation of the Mozart effect.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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Format Inist (serveur)

NO :	PASCAL 07-0042273 INIST
ET :	The influence of Mozart's music on brain activity in the process of learning
AU :	JAUSOVEC (Norbert); JAUSOVEC (Ksenija); GERLIC (Ivan)
AF :	Department of Education, Univerza v Marihoru, Pedagoska fakulteta, Koroska 160/2000 Maribor/Slovénie (1 aut., 2 aut., 3 aut.)
DT :	Publication en série; Niveau analytique
SO :	Clinical neurophysiology; ISSN 1388-2457; Irlande; Da. 2006; Vol. 117; No. 12; Pp. 2703-2714; Bibl. 1 p.1/2
LA :	Anglais
EA :	Objective: The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test Rauscher et al.'s (1993) priming explanation of the Mozart effect. Methods: In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one - CG who prior to and after training relaxed, and three experimental groups: MM - who prior to and after training listened to music; MS - who prior to training listened to music and subsequently relaxed; and SM - who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM - who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn). Results: In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more α band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 a and γ band synchronization than did the respondents of the BM group. Conclusions: Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks. Significance: The results support Rauscher et al.'s (1993) priming explanation of the Mozart effect.
CC :	002B24D02; 002A25A
FD :	Musique; Encéphale; Apprentissage; Effet amorçage; Rotation; Danse; Electroencéphalographie; Résolution problème; Désynchronisation; Synchronisation; Entropie; Performance
FG :	Système nerveux central; Processus acquisition; Electrophysiologie
ED :	Music; Encephalon; Learning; Priming effect; Rotation; Dance; Electroencephalography; Problem solving; Desynchronization; Synchronization; Entropy; Performance
EG :	Central nervous system; Acquisition process; Electrophysiology
SD :	Música; Encéfalo; Aprendizaje; Efecto priming; Rotación; Danza; Electroencefalografía; Resolución problema; Desincronización; Sincronización; Entropía; Rendimiento
LO :	INIST-5626E.354000145194910140
ID :	07-0042273

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Pascal:07-0042273

Le document en format XML

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<front><div type="abstract" xml:lang="en">Objective: The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test Rauscher et al.'s (1993) priming explanation of the Mozart effect. Methods: In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one - CG who prior to and after training relaxed, and three experimental groups: MM - who prior to and after training listened to music; MS - who prior to training listened to music and subsequently relaxed; and SM - who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM - who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn). Results: In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more α band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 a and γ band synchronization than did the respondents of the BM group. Conclusions: Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks. Significance: The results support Rauscher et al.'s (1993) priming explanation of the Mozart effect.</div>
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</fC03>
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<s5>07</s5>
</fC03>
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<s5>07</s5>
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<s5>08</s5>
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<s5>08</s5>
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<s5>08</s5>
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<s5>10</s5>
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<s5>10</s5>
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<fC03 i1="09" i2="X" l="SPA"><s0>Desincronización</s0>
<s5>10</s5>
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<s5>11</s5>
</fC03>
<fC03 i1="10" i2="X" l="ENG"><s0>Synchronization</s0>
<s5>11</s5>
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<fC03 i1="10" i2="X" l="SPA"><s0>Sincronización</s0>
<s5>11</s5>
</fC03>
<fC03 i1="11" i2="X" l="FRE"><s0>Entropie</s0>
<s5>13</s5>
</fC03>
<fC03 i1="11" i2="X" l="ENG"><s0>Entropy</s0>
<s5>13</s5>
</fC03>
<fC03 i1="11" i2="X" l="SPA"><s0>Entropía</s0>
<s5>13</s5>
</fC03>
<fC03 i1="12" i2="X" l="FRE"><s0>Performance</s0>
<s5>14</s5>
</fC03>
<fC03 i1="12" i2="X" l="ENG"><s0>Performance</s0>
<s5>14</s5>
</fC03>
<fC03 i1="12" i2="X" l="SPA"><s0>Rendimiento</s0>
<s5>14</s5>
</fC03>
<fC07 i1="01" i2="X" l="FRE"><s0>Système nerveux central</s0>
<s5>20</s5>
</fC07>
<fC07 i1="01" i2="X" l="ENG"><s0>Central nervous system</s0>
<s5>20</s5>
</fC07>
<fC07 i1="01" i2="X" l="SPA"><s0>Sistema nervioso central</s0>
<s5>20</s5>
</fC07>
<fC07 i1="02" i2="X" l="FRE"><s0>Processus acquisition</s0>
<s5>21</s5>
</fC07>
<fC07 i1="02" i2="X" l="ENG"><s0>Acquisition process</s0>
<s5>21</s5>
</fC07>
<fC07 i1="02" i2="X" l="SPA"><s0>Proceso adquisición</s0>
<s5>21</s5>
</fC07>
<fC07 i1="03" i2="X" l="FRE"><s0>Electrophysiologie</s0>
<s5>22</s5>
</fC07>
<fC07 i1="03" i2="X" l="ENG"><s0>Electrophysiology</s0>
<s5>22</s5>
</fC07>
<fC07 i1="03" i2="X" l="SPA"><s0>Electrofisiología</s0>
<s5>22</s5>
</fC07>
<fN21><s1>022</s1>
</fN21>
<fN44 i1="01"><s1>OTO</s1>
</fN44>
<fN82><s1>OTO</s1>
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<server><NO>PASCAL 07-0042273 INIST</NO>
<ET>The influence of Mozart's music on brain activity in the process of learning</ET>
<AU>JAUSOVEC (Norbert); JAUSOVEC (Ksenija); GERLIC (Ivan)</AU>
<AF>Department of Education, Univerza v Marihoru, Pedagoska fakulteta, Koroska 160/2000 Maribor/Slovénie (1 aut., 2 aut., 3 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Clinical neurophysiology; ISSN 1388-2457; Irlande; Da. 2006; Vol. 117; No. 12; Pp. 2703-2714; Bibl. 1 p.1/2</SO>
<LA>Anglais</LA>
<EA>Objective: The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test Rauscher et al.'s (1993) priming explanation of the Mozart effect. Methods: In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one - CG who prior to and after training relaxed, and three experimental groups: MM - who prior to and after training listened to music; MS - who prior to training listened to music and subsequently relaxed; and SM - who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM - who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn). Results: In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more α band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 a and γ band synchronization than did the respondents of the BM group. Conclusions: Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks. Significance: The results support Rauscher et al.'s (1993) priming explanation of the Mozart effect.</EA>
<CC>002B24D02; 002A25A</CC>
<FD>Musique; Encéphale; Apprentissage; Effet amorçage; Rotation; Danse; Electroencéphalographie; Résolution problème; Désynchronisation; Synchronisation; Entropie; Performance</FD>
<FG>Système nerveux central; Processus acquisition; Electrophysiologie</FG>
<ED>Music; Encephalon; Learning; Priming effect; Rotation; Dance; Electroencephalography; Problem solving; Desynchronization; Synchronization; Entropy; Performance</ED>
<EG>Central nervous system; Acquisition process; Electrophysiology</EG>
<SD>Música; Encéfalo; Aprendizaje; Efecto priming; Rotación; Danza; Electroencefalografía; Resolución problema; Desincronización; Sincronización; Entropía; Rendimiento</SD>
<LO>INIST-5626E.354000145194910140</LO>
<ID>07-0042273</ID>
</server>
</inist>
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The influence of Mozart's music on brain activity in the process of learning

The influence of Mozart's music on brain activity in the process of learning

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