Mozarteffect is a theory which suggests that listening to music can makesomeone smarter. According to the premise, when your body hears anevent, one sound per second of good music, the heartbeat rate, andpulse relax in connection to the music sound. When one is in thisrelaxed, but alert state of mind, the brains can concentrate withmuch ease. Music marches to our physiological conditions and affectsit at the same time (Rauscher et al., 1993). Numerous scientificstudies have been done to this effect, and most of them indicate thatthere is reasonable prove on the functionality of this hypothesis.Further research has indicated that listening to Mozart music for tenminutes increases the reasoning ability of a college student(Chabris, 1993).
Thesisstatement: Based on the previous studies that have been conducted onthe effect of music on the positive effect of music on the mind, theMozart Effect can increase efficiency, relieve stress and improvecommunication.
Theconnection between human intelligence and music can be traced back tothe classical discoveries of Pythagoras. In the recent past,researchers have revealed correlations between spatial reasoning andmusic cognition (Rauscher et al., 1993). Higher cognitive functionsand music activity share natural neural firing patterns that appearin a highly ordered spatial-temporal code that manifest in vastregions of the cortex. Therefore, the spatial causal and musicrelationship is due to the cultivation of pattern development bygroups of neurons caused by music activity. Further, music that isuniversally appreciated when a child is born can be instrumental inthe developing of these natural firing patterns as well as associatedbehaviors that are pertinent to spatial reasoning. According toRauscher et al. (1993), listening to music provides only a short-termmental boost. Additionally, tunes such as the Mozart sonatas are veryhelpful in the cognitive development of a child. Trainingthree-year-old children music enhances long-term development ofnonverbal cognitive abilities which are present right from the time achild is born.
Therehave been groundbreaking research findings that support the theory ofthe . A pilot study that was conducted by Rauscher andhis group shows that a ten three rear old kids performedsignificantly better on different spatial reasoning test just afterlistening to music (Gevock, 2010). To provide a comparison, fifteenchildren were enrolled in the same preschool programs in the absenceof music lessons. The cognitive development and reasoning capacity ofthe two groups was them contrasted (Taylor & Rowe, 2016). Asanticipated from the pilot study, the group of kids that receivedeight months of music lessons scored notably higher on the evaluationtest as compared Tom the control group that did not receive musiclessons (Rauscher et al., 1993). The explanation behind the Mozarteffect is that Mozart composed and recorded the music at just theright tempo which activates the right and left brain for the highestlearning and performing effect (Tieppo et al., 2016). Thecompositions trigger the right brain while the words the kid issaying or reading aloud triggers the left part of the brain. Thishikes up the learning potential more than five times the normal rate(Taylor et al., 2012).
Whenthe body processes music that entails one beat per second, the pulseand heart rate relax to the systematic beats. When someone is in thistranquil, but an observant state, the mind can focus more with notrouble (Gevock et al., 2010). Music creates a unique perspectiveaffects the physiological states. On the contrary, during heavymental work or music that has heavy and irregular beats, the bloodpressure and heart pulse rates rise (Taylor et al., 2012). It isusually more complicated to focus and think in this state. In aid ofthe learning process the Mozart music sonatas on the Mozart Effectlearning compact disks and tapes have been particularly chosen fortheir beat sequence. They reduce the pulse rate and blood pressure,but, on the contrary, it increases one’s capacity to study at thesame time (Chabris, 1993).
Thereare many other areas other than the learning process that the Mozarteffect applied. Activities such as driving require absoluteconcentration that can be achieved by listening to cool music (Tieppoet al., 2016). Many other studies on this concept reveal that musiccan be used in some kinds of therapy in which individuals aresubscribed to certain music so as to attain the intended state ofmind (Steele et al., 1999). Melodies have been evaluated to find outwhether it has other qualities.
Inconclusion, the has been proven to motivate processthat requires mental concentration. Numerous Scientific studies havebeen done to test the correctness of the premise. Listening to theMozart music when doing tasks such as studying, working, or drivingcar enhance the concentration of humans. This is a discovery ofcomposers such as Vivaldi, Mozart, Handel, Pachelbel, and Bach. Ifthe is used in early childhood programs, the resultsare more likely to be effective. Younger children tend to relate moreto music than adults.
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Rauscher, F. H.,Shaw, G. L., & Ky, C. N. (1993). Music andspatial task performance. Nature,365(6447),611-611. doi:10.1038/365611a0
Steele, K. M.,Bella, S. D., Peretz, I., Dunlop, T.,Dawe, L. A., Humphrey, G. K. … Olmstead, C. G.(1999). Nature,400(6747),827-827. doi:10.1038/23611
Gevock,N. (2010, Nov 28). “. McClatchy – Tribune BusinessNews. Retrieved fromhttp://search.proquest.com/docview/814426758?accountid=45049
Tieppo,G. M. d. S., Reis, G. G., & Picchiai, D. (2016). Mozart, rock ean ativação da Criatividade/Mozart, rock and creativity activation.Revista De Administração Contemporânea, 20(3), 261-282,1.doi:http://dx.doi.org/10.1590/1982-7849rac2016140048
Taylor, J. M.,& Rowe, B. J. (2012). The “Mozart Effect” and themathematical connection. Journal of College Reading and Learning,42(2), 51-66. doi:10.1080/10790195.2012.10850354