MozartV1, PascalFrancis, Curation, bibRecord, 000039

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

Identifieur interne : 000039 ( PascalFrancis/Curation ); précédent : 000038; suivant : 000040

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

Auteurs : Norbert Jausovec [Slovénie] ; Ksenija Jausovec [Slovénie] ; Ivan Gerlic [Slovénie]

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.
Wicri :
- topic : Musique.

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.

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A11	`03`	`1`		`@1 GERLIC (Ivan)`
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C03	`02`	`X`	`FRE`	`@0 Encéphale @5 02`
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C03	`05`	`X`	`FRE`	`@0 Rotation @5 05`
C03	`05`	`X`	`ENG`	`@0 Rotation @5 05`
C03	`05`	`X`	`SPA`	`@0 Rotación @5 05`
C03	`06`	`X`	`FRE`	`@0 Danse @5 06`
C03	`06`	`X`	`ENG`	`@0 Dance @5 06`
C03	`06`	`X`	`SPA`	`@0 Danza @5 06`
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C03	`08`	`X`	`SPA`	`@0 Resolución problema @5 08`
C03	`09`	`X`	`FRE`	`@0 Désynchronisation @5 10`
C03	`09`	`X`	`ENG`	`@0 Desynchronization @5 10`
C03	`09`	`X`	`SPA`	`@0 Desincronización @5 10`
C03	`10`	`X`	`FRE`	`@0 Synchronisation @5 11`
C03	`10`	`X`	`ENG`	`@0 Synchronization @5 11`
C03	`10`	`X`	`SPA`	`@0 Sincronización @5 11`
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C03	`12`	`X`	`SPA`	`@0 Rendimiento @5 14`
C07	`01`	`X`	`FRE`	`@0 Système nerveux central @5 20`
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C07	`03`	`X`	`FRE`	`@0 Electrophysiologie @5 22`
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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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<fC01 i1="01" l="ENG"><s0>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.</s0>
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<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>
</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 000039 | SxmlIndent | more

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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:07-0042273
   |texte=   The influence of Mozart's music on brain activity in the process of learning
}}

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
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Serveur d'exploration sur Mozart

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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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