MozartV1, PascalFrancis, Corpus, bibRecord, 000215

The Mozart effect: Not learning from history

Identifieur interne : 000215 ( PascalFrancis/Corpus ); précédent : 000214; suivant : 000216

The Mozart effect: Not learning from history

Auteurs : Stephanie M. Jones ; Edward Zigler

Source :

Journal of applied developmental psychology [ 0193-3973 ] ; 2002.

RBID : Pascal:02-0550710

Descripteurs français

Pascal (Inist)
- Expérience précoce, Développement, Encéphale, Programme éducatif, Développement cognitif, Développement verbal, Etude critique, Enfant.

English descriptors

KwdEn :
- Brain (vertebrata), Child, Cognitive development, Critical study, Development, Early experience, Educational schedule, Language development.

Abstract

This paper critiques the links between recent reports on the impact of early experience on the developing brain and proposed policies and interventions for young children. Using the "Mozart effect" as a contemporary example, as well as several examples from history, the case is made that brain research is being misappropriated to the service of misguided, "quick fix" solutions to more complicated, systemic issues. The paper concludes with a brief summary of research that, by contrast, illustrates the substantive contribution of high quality, intensive, multidomain interventions to early cognitive and social development.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A08	`01`	`1`	`ENG`	`@1 The Mozart effect: Not learning from history`
A11	`01`	`1`		`@1 JONES (Stephanie M.)`
A11	`02`	`1`		`@1 ZIGLER (Edward)`
A14	`01`			`@1 Department of Psychology, Yale University, P.O. Box 208205 @2 New Haven, CT 06520-8205 @3 USA @Z 1 aut. @Z 2 aut.`
A20				`@1 355-372`
A21				`@1 2002`
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A44				`@0 0000 @1 © 2002 INIST-CNRS. All rights reserved.`
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A64	`01`	`1`		`@0 Journal of applied developmental psychology`
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C01	`01`		`ENG`	@0 This paper critiques the links between recent reports on the impact of early experience on the developing brain and proposed policies and interventions for young children. Using the "Mozart effect" as a contemporary example, as well as several examples from history, the case is made that brain research is being misappropriated to the service of misguided, "quick fix" solutions to more complicated, systemic issues. The paper concludes with a brief summary of research that, by contrast, illustrates the substantive contribution of high quality, intensive, multidomain interventions to early cognitive and social development.
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C03	`01`	`X`	`SPA`	`@0 Experiencia precoz @5 01`
C03	`02`	`X`	`FRE`	`@0 Développement @5 02`
C03	`02`	`X`	`ENG`	`@0 Development @5 02`
C03	`02`	`X`	`SPA`	`@0 Desarrollo @5 02`
C03	`03`	`X`	`FRE`	`@0 Encéphale @5 03`
C03	`03`	`X`	`ENG`	`@0 Brain (vertebrata) @5 03`
C03	`03`	`X`	`SPA`	`@0 Encéfalo @5 03`
C03	`04`	`X`	`FRE`	`@0 Programme éducatif @5 04`
C03	`04`	`X`	`ENG`	`@0 Educational schedule @5 04`
C03	`04`	`X`	`SPA`	`@0 Programa educativo @5 04`
C03	`05`	`X`	`FRE`	`@0 Développement cognitif @5 05`
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Format Inist (serveur)

NO :	PASCAL 02-0550710 INIST
ET :	The Mozart effect: Not learning from history
AU :	JONES (Stephanie M.); ZIGLER (Edward)
AF :	Department of Psychology, Yale University, P.O. Box 208205/New Haven, CT 06520-8205/Etats-Unis (1 aut., 2 aut.)
DT :	Publication en série; Niveau analytique
SO :	Journal of applied developmental psychology; ISSN 0193-3973; Etats-Unis; Da. 2002; Vol. 23; No. 3; Pp. 355-372; Bibl. 4 p.
LA :	Anglais
EA :	This paper critiques the links between recent reports on the impact of early experience on the developing brain and proposed policies and interventions for young children. Using the "Mozart effect" as a contemporary example, as well as several examples from history, the case is made that brain research is being misappropriated to the service of misguided, "quick fix" solutions to more complicated, systemic issues. The paper concludes with a brief summary of research that, by contrast, illustrates the substantive contribution of high quality, intensive, multidomain interventions to early cognitive and social development.
CC :	002A26J03B
FD :	Expérience précoce; Développement; Encéphale; Programme éducatif; Développement cognitif; Développement verbal; Etude critique; Enfant
FG :	Homme; Système nerveux central
ED :	Early experience; Development; Brain (vertebrata); Educational schedule; Cognitive development; Language development; Critical study; Child
EG :	Human; Central nervous system
SD :	Experiencia precoz; Desarrollo; Encéfalo; Programa educativo; Desarrolo cognitivo; Desarrollo verbal; Estudio crítico; Niño
LO :	INIST-19698.354000109344390060
ID :	02-0550710

Links to Exploration step

Pascal:02-0550710

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<ET>The Mozart effect: Not learning from history</ET>
<AU>JONES (Stephanie M.); ZIGLER (Edward)</AU>
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The Mozart effect: Not learning from history

The Mozart effect: Not learning from history

Source :

Descripteurs français

English descriptors

Abstract

Notice en format standard (ISO 2709)

Format Inist (serveur)

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri