MozartV1, PascalFrancis, Curation, bibRecord, 000014

Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect

Identifieur interne : 000014 ( PascalFrancis/Curation ); précédent : 000013; suivant : 000015

Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect

Auteurs : Pippa Mckelvie [Nouvelle-Zélande] ; Jason Low [Nouvelle-Zélande]

Source :

British journal of developmental psychology [ 0261-510X ] ; 2002.

RBID : Pascal:02-0373954

Descripteurs français

Pascal (Inist)
- Aptitude spatiale, Aptitude intellectuelle, Quotient intellectuel, Musique, Cognition, Age scolaire, Enfant, Préadolescent.
Wicri :
- topic : Musique, Enfant.

English descriptors

KwdEn :
- Child, Cognition, Intellectual ability, Intelligence quotient, Music, Preadolescent, School age, Spatial ability.

Abstract

We investigated the Mozart effect, as documented by Rauscher, Shaw, and Ky (1993), with school-aged children. Experiment I contrasted the spatial IQ scores of children who had listened to a Mozart sonata (K.448) with the scores of children who had listened to a piece of popular dance music in a pretest-post-test design. There was no significant main effect of music and no significant difference between the pretest and post-test scores for both groups. Owing to the non-significant findings, a second experiment was carried out. We used a methodology that had previously replicated the Mozart effect. Again, Expt. 2 did not support the claim that Mozart's music can enhance spatial performance. Groups performed similarly on the control test and the experimental test, irrespective of whether they listened to Mozart or to popular dance music. Since the two different designs produced similar findings, the data suggest that the Mozart effect is so ephemeral that it is questionable as to whether any practical application will come from it. In the discussion, we suggest more fruitful avenues for future research on the relationship between music and spatial performance: arousal and transfer of learning.

A01	`01`	`1`		`@0 0261-510X`
A02	`01`			`@0 BJDPE4`
A03		`1`		`@0 Br. j. dev. psychol.`
A05				`@2 20`
A06				`@3 p.2`
A08	`01`	`1`	`ENG`	`@1 Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect`
A11	`01`	`1`		`@1 MCKELVIE (Pippa)`
A11	`02`	`1`		`@1 LOW (Jason)`
A14	`01`			`@1 School of Psychology, Victoria University of Wellington @3 NZL @Z 1 aut. @Z 2 aut.`
A20				`@1 241-258`
A21				`@1 2002`
A23	`01`			`@0 ENG`
A43	`01`			`@1 INIST @2 20186 @5 354000101686730060`
A44				`@0 0000 @1 © 2002 INIST-CNRS. All rights reserved.`
A45				`@0 2 p.`
A47	`01`	`1`		`@0 02-0373954`
A60				`@1 P`
A61				`@0 A`
A64	`01`	`1`		`@0 British journal of developmental psychology`
A66	`01`			`@0 GBR`
C01	`01`		`ENG`	@0 We investigated the Mozart effect, as documented by Rauscher, Shaw, and Ky (1993), with school-aged children. Experiment I contrasted the spatial IQ scores of children who had listened to a Mozart sonata (K.448) with the scores of children who had listened to a piece of popular dance music in a pretest-post-test design. There was no significant main effect of music and no significant difference between the pretest and post-test scores for both groups. Owing to the non-significant findings, a second experiment was carried out. We used a methodology that had previously replicated the Mozart effect. Again, Expt. 2 did not support the claim that Mozart's music can enhance spatial performance. Groups performed similarly on the control test and the experimental test, irrespective of whether they listened to Mozart or to popular dance music. Since the two different designs produced similar findings, the data suggest that the Mozart effect is so ephemeral that it is questionable as to whether any practical application will come from it. In the discussion, we suggest more fruitful avenues for future research on the relationship between music and spatial performance: arousal and transfer of learning.
C02	`01`	`X`		`@0 002A26J03B`
C03	`01`	`X`	`FRE`	`@0 Aptitude spatiale @5 01`
C03	`01`	`X`	`ENG`	`@0 Spatial ability @5 01`
C03	`01`	`X`	`SPA`	`@0 Aptitude espacial @5 01`
C03	`02`	`X`	`FRE`	`@0 Aptitude intellectuelle @5 02`
C03	`02`	`X`	`ENG`	`@0 Intellectual ability @5 02`
C03	`02`	`X`	`SPA`	`@0 Aptitud intelectual @5 02`
C03	`03`	`X`	`FRE`	`@0 Quotient intellectuel @5 03`
C03	`03`	`X`	`ENG`	`@0 Intelligence quotient @5 03`
C03	`03`	`X`	`SPA`	`@0 Cociente intelectual @5 03`
C03	`04`	`X`	`FRE`	`@0 Musique @5 04`
C03	`04`	`X`	`ENG`	`@0 Music @5 04`
C03	`04`	`X`	`SPA`	`@0 Música @5 04`
C03	`05`	`X`	`FRE`	`@0 Cognition @5 05`
C03	`05`	`X`	`ENG`	`@0 Cognition @5 05`
C03	`05`	`X`	`SPA`	`@0 Cognición @5 05`
C03	`06`	`X`	`FRE`	`@0 Age scolaire @5 17`
C03	`06`	`X`	`ENG`	`@0 School age @5 17`
C03	`06`	`X`	`SPA`	`@0 Edad escolar @5 17`
C03	`07`	`X`	`FRE`	`@0 Enfant @5 18`
C03	`07`	`X`	`ENG`	`@0 Child @5 18`
C03	`07`	`X`	`SPA`	`@0 Niño @5 18`
C03	`08`	`X`	`FRE`	`@0 Préadolescent @5 19`
C03	`08`	`X`	`ENG`	`@0 Preadolescent @5 19`
C03	`08`	`X`	`SPA`	`@0 Preadolescente @5 19`
C07	`01`	`X`	`FRE`	`@0 Homme`
C07	`01`	`X`	`ENG`	`@0 Human`
C07	`01`	`X`	`SPA`	`@0 Hombre`
N21				`@1 210`
N82				`@1 PSI`

Links toward previous steps (curation, corpus...)

to stream PascalFrancis, to step Corpus: Pour aller vers cette notice dans l'étape Curation :000216

Links to Exploration step

Pascal:02-0373954

Le document en format XML

<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en" level="a">Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect</title>
<author><name sortKey="Mckelvie, Pippa" sort="Mckelvie, Pippa" uniqKey="Mckelvie P" first="Pippa" last="Mckelvie">Pippa Mckelvie</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>School of Psychology, Victoria University of Wellington</s1>
<s3>NZL</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>Nouvelle-Zélande</country>
</affiliation>
</author>
<author><name sortKey="Low, Jason" sort="Low, Jason" uniqKey="Low J" first="Jason" last="Low">Jason Low</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>School of Psychology, Victoria University of Wellington</s1>
<s3>NZL</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>Nouvelle-Zélande</country>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">INIST</idno>
<idno type="inist">02-0373954</idno>
<date when="2002">2002</date>
<idno type="stanalyst">PASCAL 02-0373954 INIST</idno>
<idno type="RBID">Pascal:02-0373954</idno>
<idno type="wicri:Area/PascalFrancis/Corpus">000216</idno>
<idno type="wicri:Area/PascalFrancis/Curation">000014</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a">Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect</title>
<author><name sortKey="Mckelvie, Pippa" sort="Mckelvie, Pippa" uniqKey="Mckelvie P" first="Pippa" last="Mckelvie">Pippa Mckelvie</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>School of Psychology, Victoria University of Wellington</s1>
<s3>NZL</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>Nouvelle-Zélande</country>
</affiliation>
</author>
<author><name sortKey="Low, Jason" sort="Low, Jason" uniqKey="Low J" first="Jason" last="Low">Jason Low</name>
<affiliation wicri:level="1"><inist:fA14 i1="01"><s1>School of Psychology, Victoria University of Wellington</s1>
<s3>NZL</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</inist:fA14>
<country>Nouvelle-Zélande</country>
</affiliation>
</author>
</analytic>
<series><title level="j" type="main">British journal of developmental psychology</title>
<title level="j" type="abbreviated">Br. j. dev. psychol.</title>
<idno type="ISSN">0261-510X</idno>
<imprint><date when="2002">2002</date>
</imprint>
</series>
</biblStruct>
</sourceDesc>
<seriesStmt><title level="j" type="main">British journal of developmental psychology</title>
<title level="j" type="abbreviated">Br. j. dev. psychol.</title>
<idno type="ISSN">0261-510X</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Child</term>
<term>Cognition</term>
<term>Intellectual ability</term>
<term>Intelligence quotient</term>
<term>Music</term>
<term>Preadolescent</term>
<term>School age</term>
<term>Spatial ability</term>
</keywords>
<keywords scheme="Pascal" xml:lang="fr"><term>Aptitude spatiale</term>
<term>Aptitude intellectuelle</term>
<term>Quotient intellectuel</term>
<term>Musique</term>
<term>Cognition</term>
<term>Age scolaire</term>
<term>Enfant</term>
<term>Préadolescent</term>
</keywords>
<keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Musique</term>
<term>Enfant</term>
</keywords>
</textClass>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">We investigated the Mozart effect, as documented by Rauscher, Shaw, and Ky (1993), with school-aged children. Experiment I contrasted the spatial IQ scores of children who had listened to a Mozart sonata (K.448) with the scores of children who had listened to a piece of popular dance music in a pretest-post-test design. There was no significant main effect of music and no significant difference between the pretest and post-test scores for both groups. Owing to the non-significant findings, a second experiment was carried out. We used a methodology that had previously replicated the Mozart effect. Again, Expt. 2 did not support the claim that Mozart's music can enhance spatial performance. Groups performed similarly on the control test and the experimental test, irrespective of whether they listened to Mozart or to popular dance music. Since the two different designs produced similar findings, the data suggest that the Mozart effect is so ephemeral that it is questionable as to whether any practical application will come from it. In the discussion, we suggest more fruitful avenues for future research on the relationship between music and spatial performance: arousal and transfer of learning.</div>
</front>
</TEI>
<inist><standard h6="B"><pA><fA01 i1="01" i2="1"><s0>0261-510X</s0>
</fA01>
<fA02 i1="01"><s0>BJDPE4</s0>
</fA02>
<fA03 i2="1"><s0>Br. j. dev. psychol.</s0>
</fA03>
<fA05><s2>20</s2>
</fA05>
<fA06><s3>p.2</s3>
</fA06>
<fA08 i1="01" i2="1" l="ENG"><s1>Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect</s1>
</fA08>
<fA11 i1="01" i2="1"><s1>MCKELVIE (Pippa)</s1>
</fA11>
<fA11 i1="02" i2="1"><s1>LOW (Jason)</s1>
</fA11>
<fA14 i1="01"><s1>School of Psychology, Victoria University of Wellington</s1>
<s3>NZL</s3>
<sZ>1 aut.</sZ>
<sZ>2 aut.</sZ>
</fA14>
<fA20><s1>241-258</s1>
</fA20>
<fA21><s1>2002</s1>
</fA21>
<fA23 i1="01"><s0>ENG</s0>
</fA23>
<fA43 i1="01"><s1>INIST</s1>
<s2>20186</s2>
<s5>354000101686730060</s5>
</fA43>
<fA44><s0>0000</s0>
<s1>© 2002 INIST-CNRS. All rights reserved.</s1>
</fA44>
<fA45><s0>2 p.</s0>
</fA45>
<fA47 i1="01" i2="1"><s0>02-0373954</s0>
</fA47>
<fA60><s1>P</s1>
</fA60>
<fA61><s0>A</s0>
</fA61>
<fA64 i1="01" i2="1"><s0>British journal of developmental psychology</s0>
</fA64>
<fA66 i1="01"><s0>GBR</s0>
</fA66>
<fC01 i1="01" l="ENG"><s0>We investigated the Mozart effect, as documented by Rauscher, Shaw, and Ky (1993), with school-aged children. Experiment I contrasted the spatial IQ scores of children who had listened to a Mozart sonata (K.448) with the scores of children who had listened to a piece of popular dance music in a pretest-post-test design. There was no significant main effect of music and no significant difference between the pretest and post-test scores for both groups. Owing to the non-significant findings, a second experiment was carried out. We used a methodology that had previously replicated the Mozart effect. Again, Expt. 2 did not support the claim that Mozart's music can enhance spatial performance. Groups performed similarly on the control test and the experimental test, irrespective of whether they listened to Mozart or to popular dance music. Since the two different designs produced similar findings, the data suggest that the Mozart effect is so ephemeral that it is questionable as to whether any practical application will come from it. In the discussion, we suggest more fruitful avenues for future research on the relationship between music and spatial performance: arousal and transfer of learning.</s0>
</fC01>
<fC02 i1="01" i2="X"><s0>002A26J03B</s0>
</fC02>
<fC03 i1="01" i2="X" l="FRE"><s0>Aptitude spatiale</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="ENG"><s0>Spatial ability</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="SPA"><s0>Aptitude espacial</s0>
<s5>01</s5>
</fC03>
<fC03 i1="02" i2="X" l="FRE"><s0>Aptitude intellectuelle</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="ENG"><s0>Intellectual ability</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="SPA"><s0>Aptitud intelectual</s0>
<s5>02</s5>
</fC03>
<fC03 i1="03" i2="X" l="FRE"><s0>Quotient intellectuel</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="ENG"><s0>Intelligence quotient</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="SPA"><s0>Cociente intelectual</s0>
<s5>03</s5>
</fC03>
<fC03 i1="04" i2="X" l="FRE"><s0>Musique</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="ENG"><s0>Music</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="SPA"><s0>Música</s0>
<s5>04</s5>
</fC03>
<fC03 i1="05" i2="X" l="FRE"><s0>Cognition</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="ENG"><s0>Cognition</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="SPA"><s0>Cognición</s0>
<s5>05</s5>
</fC03>
<fC03 i1="06" i2="X" l="FRE"><s0>Age scolaire</s0>
<s5>17</s5>
</fC03>
<fC03 i1="06" i2="X" l="ENG"><s0>School age</s0>
<s5>17</s5>
</fC03>
<fC03 i1="06" i2="X" l="SPA"><s0>Edad escolar</s0>
<s5>17</s5>
</fC03>
<fC03 i1="07" i2="X" l="FRE"><s0>Enfant</s0>
<s5>18</s5>
</fC03>
<fC03 i1="07" i2="X" l="ENG"><s0>Child</s0>
<s5>18</s5>
</fC03>
<fC03 i1="07" i2="X" l="SPA"><s0>Niño</s0>
<s5>18</s5>
</fC03>
<fC03 i1="08" i2="X" l="FRE"><s0>Préadolescent</s0>
<s5>19</s5>
</fC03>
<fC03 i1="08" i2="X" l="ENG"><s0>Preadolescent</s0>
<s5>19</s5>
</fC03>
<fC03 i1="08" i2="X" l="SPA"><s0>Preadolescente</s0>
<s5>19</s5>
</fC03>
<fC07 i1="01" i2="X" l="FRE"><s0>Homme</s0>
</fC07>
<fC07 i1="01" i2="X" l="ENG"><s0>Human</s0>
</fC07>
<fC07 i1="01" i2="X" l="SPA"><s0>Hombre</s0>
</fC07>
<fN21><s1>210</s1>
</fN21>
<fN82><s1>PSI</s1>
</fN82>
</pA>
</standard>
</inist>
</record>

Pour manipuler ce document sous Unix (Dilib)

EXPLOR_STEP=$WICRI_ROOT/Wicri/Musique/explor/MozartV1/Data/PascalFrancis/Curation

HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000014 | SxmlIndent | more

HfdSelect -h $EXPLOR_AREA/Data/PascalFrancis/Curation/biblio.hfd -nk 000014 | SxmlIndent | more

Pour mettre un lien sur cette page dans le réseau Wicri

{{Explor lien
   |wiki=    Wicri/Musique
   |area=    MozartV1
   |flux=    PascalFrancis
   |étape=   Curation
   |type=    RBID
   |clé=     Pascal:02-0373954
   |texte=   Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect
}}

This area was generated with Dilib version V0.6.20.
Data generation: Sun Apr 10 15:06:14 2016. Site generation: Tue Feb 7 15:40:35 2023

	Serveur d'exploration sur Mozart
	Attention, ce site est en cours de développement ! Attention, site généré par des moyens informatiques à partir de corpus bruts. Les informations ne sont donc pas validées.

Serveur d'exploration sur Mozart

Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect

Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect

Source :

Descripteurs français

English descriptors

Abstract

Links toward previous steps (curation, corpus...)

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