MozartV1, PascalFrancis, Curation, bibRecord, 000015

The Mozart effect: Not learning from history

Identifieur interne : 000015 ( PascalFrancis/Curation ); précédent : 000014; suivant : 000016

The Mozart effect: Not learning from history

Auteurs : Stephanie M. Jones [États-Unis] ; Edward Zigler [États-Unis]

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.
Wicri :
- topic : 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.

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Le document en format XML

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The Mozart effect: Not learning from history

The Mozart effect: Not learning from history

Source :

Descripteurs français

English descriptors

Abstract

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

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