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IN PSYCHOLOGICAL
CURRENT DIRECTIONS
Music
and
Schellenberg
University
of Toronto, Mississauga,
music
ABSTRACT?Does
and music
to nonmusical
reliably
music
variety
term
and
The
cognitive
stem
and
mood,
impact
evidence
such
on
on
are
short
level
arousal
cognitive
affect
music
similar
have
listening
to obvious con
benefits that cannot be attributed
'
as
income
and parents
such
variables
founding
family
have
The
mechanisms
association
underlying
this
intelligence;
cognitive
to be determined.
yet
KEYWORDS?music
cognition;
develop
to those
structions.
were
can
fixes
seen
be
Is the claim
programs.
as a route
of music
to enhanced
to music
of exposure
benefits
would
be noteworthy
music
where
musical
tening
than
only
other
activities.
everyone
virtually
experiences
and,
from
society
lessons
cases,
in other
in music
participates
in Western
in some
Unlike
typically
and
cul
involve
performing.
lis
Music
lessons
for
By
several
contrast,
years.
relatively
The
few
individuals
take music
of music
consequences
listening
chology,
to Glenn
correspondence
Schellenberg,
at Mississauga,
of Toronto
University
Canada,
L5L
1C6; e-mail:
smarter.
Department
Mississauga,
g.schellenberg@utoronto.ca.
of Psy
Ontario,
in
was
effect,"
the public
brain
connections
neural
the
Presumably,
effect
in infancy?when
Subsequent
imagination
that
long-term
plasticity
is greatest?might
could
have
met
attempts
replication
rationale
underlying
is reliable,
fa
impact.
long-term
with
to
exposure
success
mixed
of
the
or
effect
the
on
reliance
group
testing
by Mozart
composed
two unrelated
Priming
that occurs
between
is at odds
robust
with
example,
cross-modal
sentential
priming
structure
implied
are
by
a related
to the wrong
evident
a
the word
(i.e.,
re
phenomenon
link.
word,
priming
the available
psychological
an obvious
effects
presentations
with
in
abilities
spatial
failures
of cross-modal
their proposal
domains
stimuli
primed
the replication
is a relatively
search.
In language,
for
for subsequent
homonym,
repetition,
and
the
semantic,
and mental
Address
"Mozart
captured
making,
the news
if the short-term
listening
evidence.
available
to relaxation
the
seemingly
by Mozart
listened
as
known
com
composed
or
in silence
finding,
infants
that
cilitate
in the
The
undergraduates,
music
for quick
sat
eagerness
of music
recording
who
to make
ment
People's
to a
listened
pared
effects.
lectual
education.
performance;
with
MUSIC LISTENING
indicates
effects
of music
from those of
intellec
performance
that
and qualitatively
lessons.
who
turn,
than
and
music
in childhood
lessons
associated
the
in
other
experiences
but
from
which,
available
tests,
intellectual
to enhanced
leads
listening
of
Music
abilities
the effects.
producing
music
listening
to confer
between
be notable
would
Music
smarter?
you
association
Any
tual functioning
that
make
Canada
Ontario,
advantages.
Abilities
Cognitive
E. Glenn
SCIENCE
performance.
of arousal.
Optimal
levels
of arousal
this
view,
(i.e.,
facilitative
colleague
and
physical
effects on
I (Nantais
317
Music
identical
with
who
Mozart
preferred
to the
than
effect
with
who
contrasted
disappeared
after
(see
showed
story
sain,
2001)
I (Thompson,
and
Husain,
subsequently
influences
the
performance
pants
heard
sounding)
on a
or a
key,
is one
example
and
can
tasks.
Our
we
abilities.
We
also
positive
The
Albinoni.
testwas
effect
size
statistical
by
Schellenberg,
of
minor)
were
listeners
completed
arousal
turn,
accounted
ities.
Yet
on
for
resulted
to the Mozart
the
piece
spatial
task.
the majority
tested
to Mozart
in differences
of processing
speed
abilities
or to Albinoni
When
(major
after
and mood,
was
better
listening
to
in
abil
under
expe
performance
following
In
after
songs,
and
Mozart
were
listening
on a
those
stimuli
(or
among
5-year-olds
or familiar
times
Drawing
to be more
judged
can
creative,
to enhanced
lead
of cognitive
as a consequence
similar
These
ability.
of coffee
or a small
by Mozart
for
consequences
can
music
priate
least
for
tend
beyond
speed
and
benefits
short
abilities.
spatial
In turn,
measures
creativity,
be
might
of
evident
have
effects
spatial
among
of arousal
to tests
ability
similar
infants,
or
to
special
age-appro
at
and mood,
and mood
ex
of processing
short-term
whose
2000;
Listening
upbeat,
level
partici
Isen,
unique
arousal
in principle,
see
2004).
Rather,
listeners'
improve
periods.
not
does
giving
(e.g.,
of candy;
impact
bag
ef
to differ
to nonmusical
of exposure
emotional
cognitive
arousal
level
is
laboratory
they
are
and
alert
Albinoni
Musical
Experimental
songs.
singing)
of tests
variety
that arise
that have
a cup
pants
the
Schubert-Silence
to pop
of creativity
Albinoni,
familiar
singing
Mozart
Mozart-Silence
11-year
listening
in press),
al.,
to Mozart,
listening
the drawings
music
sum,
music
(Schellenberg,
the
in arousal
also
&
which,
in spatial
et
(Schellenberg
or after
longer,
from
the
led
conditions,
nonspatial
were
before
manipulations
of the variance
in press).
& Tamoto,
The
across
and moods
and
and
Thompson,
manipulated
after
In a test
discussion.
crayons
performance
advantage
advantage
(Husain,
were
spatial
on
test
10-
to
or mood
in arousal
study
Mozart
study
listened
Hunter,
a test
a
levels
another
graduates
Nakata,
rience
means,
on
advantage
the Mozart
and
listening
for
is
under
group
effect
higher
after
with
(happy
same
different
than
changes
In another
2002),
the
to Mozart
When
were
and mood
in magnitude
identical
mood.
arousal
of the Mozart
test disappeared.
spatial
or
listening
and
constant
that
after
virtually
in arousal
held
found
children
younger
children's
or a scientific
Mozart
drew
a Mozart
observed
age
I (Schellenberg
and
effect"
spatial
en
that
partici
in a minor
by Albinoni
piece
predicted,
which
mood,
in a major
by Mozart
slow-tempo
that
on a
better
to music
the
not
reveal
findings
for
a "Blur
are
mood
listening
pleasant
reported
and
available
Hallam
example,
performed
arousal
after
and
arousing
For
in press)
music
of a stimulus
the
performance
to be
who
of
but
children,
investigation.
olds,
arousal-and-mood
of cognitive
piece
As
key.
level
variety
fast-tempo
(sad-sounding)
the
arousal
perceiver's
affect
formulated
to Mozart
Listening
hypothesis:
for
Hallam,
& Hu
Schellenberg,
measures
cognitive
thought
the
available
hanced
to Mozart
listening
the
preferred
Abilities
Paper-and-pencil
Listeners
preferences.
better
performed
Listeners
story.
the
story,
interacted
performance
was
to Mozart
listening
to a narrated
listening
1) but
Fig.
When
magnitude.
and Cognitive
content.
Familiar-
Familiar
Listening
Singing
Experience
Mozart-Story
Comparison
et al.,
2. Mean
adult ratings of children's
drawings
(Schellenberg
to
drew after one of four musical
2005). Children
experiences:
listening
to Albinoni,
to familiar
children's
Mozart,
songs, or
listening
listening
raters (blind to group membership)
rated
songs. Adult
singing familiar
the drawings.
indicate more
favorable
of the
ratings
Higher
appraisals
Fig.
drawings
relative
to a baseline
(no music)
drawing.
E. Glenn
Schellenberg
MUSICLESSONS
turn now
We
to the
issue
tellectual
music
of whether
lessons
non
confer
musical
of
benefits.
individual
tions.
One
to music
children
and
hundred
or
lessons
forty-four
condi
comparison
were
6-year-olds
instruction.
Two
control
received
groups
or
lessons
the
known
to the
first
second
session.
testing
school.
of attending
consequence
two music
The
IQ
are
increases
Such
groups
did not differ in this regard, nor did the two control groups, but
the increase in IQ was greater for the music groups than for the
control
groups
quence
of elevated
lectual
groups,
(see
abilities
This
3).
Fig.
on
performance
(e.g.,
the music
or
verbal
groups
spatial).
had
was
difference
subset
specific
of
Compared
across
intel
the
four
than
in the other
those
experiment
three
groups.
evidence
provided
that music
cause
lessons
as
a whole
reports
of
positive
reading,
music
(Schellenberg,
associations
mathematical,
lessons
of
in press),
longer
between
verbal,
duration
and
be
which
music
spatial
accompanied
includes
lessons
by
and
larger
such
studies
experimental
I also
research,
previous
as
income
family
constant
held
For
in the
and
measured
confounding
which
education,
parents'
statistical
analyses.
as a standardized
grades
in school.
modest
but positive
remained
The
when
with
the different
areas
and
of academic
and
education,
across
extending
Once
four
the
or social
achievement,
measure
the outcome
was
Adult Intelligence
not
(math,
of
predictive
For
behavior.
an entire
in non
IQ test
adult
aca
IQ,
the undergraduates,
(the Wechsler
Scale-Ill,
music
of playing
years
was
activities
out-of-school
index
achievement
spelling,
musical
that
constant.
held
and
regularly
had
variable
parents'
were
activities
broad,
scores
income,
family
and
lessons
outcome
each
WISC
achievement
of music
of months
were
the effects
IQ
was
be
smaller
than
and
education.
parents'
These
correlational
ex
findings
What
is that
variables,
from
activities.
out-of-school
the underlying
mechanisms
the association
driving
between music
in
number
in nonmusical
involvement
the entire
included
test of educational
association
reliable
again,
tween
measures
outcome
the children,
III as well
those
Would
abilities.
to
demic
to the control
increases
larger
a conse
not
longer-term
administered
drama
contrast
variables
were
Because
benefits?
music
because
are
lessons
the
school-like,
intellectual
include
benefits
and
enjoy
including
music,
reading
scores
on
PS
Scale for
the Wechsler
Intelligence
re
outcome measures
for groups of children
(WISC-III)
or no lessons
vocal
lessons,
lessons, drama
lessons,
ceiving keyboard
than the
groups had larger increases
2004). The music
(Schellenberg,
= Full-Scale
drama-lessons
and no-lessons
IQ, VC
(FSIQ
(control) groups.
= Verbal
=
Index,
Index, PO
Organization
Perceptual
Comprehension
=
FD = Freedom
from Distractibility
Index, PS
Processing
Speed Index.)
Fig. 3. Mean
Children-Ill
difference
Volume 14?Number?
in one
of these
lessons
attention
focused
fine-motor
or a
abilities
would
and
other
out-of
ought
to have
be
special
that many
activity
only
children
basis.
stems
train
lessons
skills,
could
lessons
the association
that music
the association
Although
FD
PO
VC
WISC-IIIOutcome
FSIQ
Music
is that
possibility
although
or chess
a school-like
of abilities
stellation
up),
reading
to do on a regular
choose
second
ities
to music.
represent
they
dressing
as
such
similar
because
and
pretending
activities
school
improve?abil
concentration,
expressing
memorization,
and
emotions,
be a consequence
of
so on.
improvement
nature
the diffuse
subset,
particular
the con
from
and
of
particular
method)
other
might
than
of music
have
lessons
more
(e.g.,
the
effects
specific
keyboard
lessons
on
are as
by prosody
in speech,
but
voice
lessons
good
as drama
the emotions
have
?519
teaching
measures
outcome
or
instrument
no
bene
Music
A third possibility
ment
of its inherently
because
and Cognitive
nature.
abstract
For
to music
IQ attributable
a tune
example,
Abilities
sage
The
lessons.
is that extracurricular
benefit
mes
take-home
simplest
activities
child
development.
slow,
In other
must
or a low
pitch
high
words,
tunes
are abstractions.
even
farther
generalize
relational
identical
on a
level,
similar
on
variations
not
but
To
theme).
the
hear
as a
motive
second
of its iden
because
repetition
recognize
intellectual
across
similarities
musical
more
development
contexts
could
Recommended
Isen, A.
representations
that have
(e.g.,
so on.
and
guitar,
Listeners'
to patterns
information
or a
piano
facilitate
(See References)
Schellenberg,
E.G.
(2004).
Schellenberg,
E.G.
(in press).
music
and
are
language
both
communication
auditory
as
the
whereas
vocabulary),
of music
effects
lessons
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