Responses to Katie Overy's Paper,"Can Music Really 'Improve' the Mind?"

Costa-Giomi, E. (1997). The McGill Piano Project: Effects of piano instruction on children's cognitive abilities. In: Gabrielsson, A. (Ed.), Third triennial conference of the European Society for the Cognitive Sciences of Music (pp. 446-450). Uppsala, Sweden: Uppsala University Press.

Eastlund-Gromko, J. and Poorman, A. S. (in press). The effect of music training on pre-schoolers' spatial-temporal task performance. Bulletin of the Council for Research in Music Education.

Elbert, T. , Pantev, C. , Wienbruch, C. , Rockstrub, B. and Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270, 305-307.

Gardiner, M. F. , Fox, A. , Knowles, F. and Jeffrey, D. (1996). Learning improved by arts training. Nature, 381, 254-254.

Graziano, A. , Peterson, M. and Shaw, G. L. (1998). Enhanced learning of proportional math through music training and spatial-temporal training. Manuscript submitted for publication.

Hurwitz, I. , Wolff, P. H. , Bortnick, B. D. and Kokas, K. (1975). Non-musical effects of the Kodaly music curriculum in primary grade children. Journal of Learning Disabilities, 8, 45-52.

Leng, X. and Shaw, G. L. (1991). Toward a neural theory of higher brain function using music as a window. Concepts in Neuroscience, 2, 229-258.

Mallory, M. E. and Philbrick, K. E. (1995, June). Music training and spatial skills in children. Paper presented at the meeting of the American Psychological Society, New York.

Pantev, C. , Oostenveld, R. , Engellen, A. , Ross, B. , Roberts, L. E. and Hoke, M. (1998). Increased auditory cortical representation in musicians. Nature, 392, 811-814.

Rauscher, F. H. , Robinson, K. D. and Jens, J. J. (1998). Improved maze learning through early music exposure in rats. Neurological Research, 20, 427-432.

Rauscher, F. H. and Shaw, G. L. (1998). Key components of the Mozart effect. Perceptual and Motor Skills, 86, 835-841.

Rauscher, F. H. , Shaw, G. L. , Levine, L. J. , Ky, K. N. and Wright, E. L. (1994, August). Music and spatial task performance: A causal relationship. Paper presented at the meeting of the American Psychological Association, Los Angeles.

Rauscher, F. H. , Shaw, G. L. , Levine, L. J. , Wright, E. L. , Dennis, W. R. and Newcomb, R. L. (1997). Music training causes long-term enhancement of pre-school children's spatial-temporal reasoning. Neurological Research, 19(1), 1-8.

Rauscher, F. H. and Zupan, M. A. (1998). Classroom keyboard instruction improves kindergarten children's spatial-temporal performance. Manuscript submitted for publication.

Schlaug, G. , Jancke, L. , Huang, Y. and Steinmetz, H. (1994). In vivo morphometry of interhemispheric asymmetry and connectivity in musicians. In: Deliege, I. (Ed.), Proceedings of the 3rd international conference for music perception and cognition (pp. 417-418). Liege, Belgium.

Schlaug, G. , Jancke, L. , Huang, Y. and Steinmetz, H. (1995). In vivo evidence of structural brain asymmetry in musicians. Science, 267, 699-701.

Weinberger, N. (1998). Brain, behaviour, biology and music: Some research findings and their implications for educational policy. Arts Education Policy Review, 99, 28-36.

Sparshott, F. (1994). Music and feeling. Journal of Aesthetics and Arts Criticism, 52, No. 1, 23-35.

Thomdike, E. L. and Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.

Boulton, M. J. , O'Neill, S. A. and Sloboda, J. A. (in progress). Social and Motivational Factors Influencing Young People 's Participation andAchievement in Music. E.S.R.C. Research Project, Keele University.

Carroll, J. B. (1993). Human cognitive abilities: A survey offactor-analytic studies. Cambridge: Cambridge University Press.

Fodor, J. A. (1983). The Modularity of Mind. Cambridge, MA.: M.I.T. Press.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. London: Heinemann.

Gelman, R. and Brenneman, K. (1994). First principles can support both universal and culture-specific learning about number and music. In: Hirschfeld, L. A. and Gelman, S. A. (Eds.), Mapping the Mind: Domain Specificity in Cognition and Culture. Cambridge: Cambridge University Press.

Hallam, S. and Kotsopoulou, A. (1998). Symposium presentation on issues in the measurement of the effects of music on learning, behaviour and development in educational contexts. S.R.P.M.M.E. Conference on Measuring Music, Sheffield, April.

Hirschfeld, L. A. and Gelman, S. A. (Eds.) (1994). Mapping the Mind: Domain Specificity in Cognition and Culture. Cambridge: Cambridge University Press.

Karmiloff-Smith, A. (1992). Beyond Modularity: A Developmental Perspective on Cognitive Science. London: M.I.T. Press.

Lamont, A. (1998). Music, Education and the Development of Pitch Perception: The Role of Context, Age and Musical Experience. Psychology of Music, 26, 7-25.

Lamont, A. , Bertrand, D. , Cross, I. and Deliege, I. (1996). Musical Pitch Cognition in Development: Effects of Training and Education. Proceedings of the Fourth International Conference on Music Perception and Cognition, pp. 287-290. McGill University, Montreal.

Miller, P. H. (1996). "Mapping the Mind": Where Are the State Lines? In: Cognitive Development, 11, 141-155.

O'Neill, S. A. and Sloboda, J. A. (1997). The Effects of Failure on Children's Ability to Perform a Musical Test. Psychology of Music, 25, 18-34.

Overy, K. (1998). Discussion Note: Can Music Really "Improve" the Mind? Psychology of Music, 26, 97-99.

Price, J. and Hallam, S. (1997). Can listening to background music improve children's behaviour and performance in mathematics? Paper presented at the Annual Meeting of the British Educational Research Association, York, September.

Savan, A. (1998). Symposium presentation on issues in the measurement of the effects of music on learning, behaviour and development in educational contexts. S.R.P.M.M.E. Conference on Measuring Music, Sheffield, April.

Sharp, C. (1998). The effects of teaching and learning in the arts. London: Qualifications and Curriculum Authority/National Foundation for Educational Research (with P. Benefield and L. Kendall).

Sloboda, J. A. and Davidson, J. W. (1996). The young performing musician. In: Deliege, I. and Sloboda, J. A. (Eds.), Musical Beginnings: Origins and Development of Musical Competence. Oxford: Oxford University Press.

Sloboda, J. A. and Howe, M. J. A. (1991). Biographical Precursors of Musical Excellence: An Interview Study. Psychology of Music, 19, 3-21.

Banich, M. T. , Stolar, N. , Heller, W. and Goldman, R. B. (1992). A deficit in right-hemisphere performance after induction of a depressed mood. Neuropsychiatry, Neuropsychology and Behavioural Neurology, 5(1), 20-27.

Carstens, C. B. , Huskins, E. and Hounshell, G. W. (1995). Listening to Mozart may not enhance performance on the revised Minnesota paper form board test. Psychological Reports, 77, 111-114.

Eysenck, M. W. (1982). Attention and arousal: Cognition and performance. Berlin: Springer.

Leng, X. and Shaw, G. L. (1991). Toward a neural theory of higher brain function using music as a window. Concepts in Neuroscience, 2, 229-258.

Newman, J. , Rosenbach, J. H. , Burns, K. L. , Latimer., B. C. ., Matocha, H. R. and Vogt, E. R. (1995). An experimental test of "The Mozart Effect": Does listening to his music improve spatial ability? Perceptual and Motor Skills, 81, 1379-1387.

Kenealy, P. M. (1997). Mood-state dependent retrieval: The effects of induced mood on memory reconsidered. Quarterly Journal of Experimental Psychology, 50A(2), 290-317.

Rauscher, F. H. , Shaw, G. L. and Ky, K. N. (1993). Music and spatial task performance. Nature, 365, 611 611.

Rauscher, F. H. , Shaw, G. L. and Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis. Neuroscience Letters, 185, 44-47.

Rideout, B. E. and Taylor, J. (1997). Enhanced spatial performance following 10 minutes' exposure to music: A replication. Perceptual and Motor Skills, 85, 112-114.

Steele, K. M. , Ball, T. N. and Runk, R. (1997). Listening to Mozart does not enhance backwards digit span performance. Perceptual and Motor Skills, 84(3), 1179-1184.

Stough, C. , Kerkin, B. , Bates, T. and Mangan, G. (1994). Music and spatial IQ. Personality anld Individual Differences, 7, 695 695.

Wells, A. and Matthews, G. (1994). Attention and emotion: A clinical perspective. Hove: Lawrence Erlbaum Associates.

Wilson, T. L. and Brown, T. L. (1997). Re-examination of the effect of Mozart's music on spatial task performance. Journal of Psychology, 131(4), 365-370.

Altenmiller, E. and Gruhn, W. (1997a). Music, the Brain, and Music Learning. Mental Representation of Music and Changing Cortical Activation Patterns Through Learning. G.I.A. Pub. Inc.: Chicago (G.I.M.L. series, vol. 2).

Altenmuller, E. , Gruhn, W. et al. (1997b). Music Learning Produces Changes in Brain Activation Patterns: A Longitudinal DC-EEG-Study. International Journal of Arts Medicine, 5, No. 1, 28-33.

Bastian, H. G. (1997). Beeinfluflt intensive Musikerziehung die Entwicklung von Kindern? Zwischenbericht zu einer 6j%ohrigen Langzeitstudie an Berliner Grundschulen. Musikforum, 33, No. 86, 4-22.

Brodsky, W. et al. (1998). Demonstrating Tune Hearing Among Highly-Trained Expert Musicians. Music, Mind and Science. 5th I.C.M.P.C. Proceedings, Seoul, pp. 237-242.

Elbert, Th. et al. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270, 305-307.

Costa-Giomi, E. (1997). The McGill Piano Project. Proceedings of the third E.S.C. O.M. Conference. Uppsala, Sweden.

Gruhn, W. (1996). Maps and Paths in Music Learning. Building up Mental Representations. An Connectionist Approach. Bulletin of Research in Music Education, 88-98.

Gruhn, W. and Altenmuiller, E. (1996). Das Bild der Musik im Kopf. Musikverarbeitung in der Darstellung kortikaler Aktivierungspotentiale. In: Gembris/Kraemer/Maas (Hrsg.): Musikpaedagoische Forschungsberichte 1995, pp. 11-40. Augsburg: Wiflner.

Gruhn, W. et al. (1997a). Neural Representations of Music Evoked by Verbally and Musically Based Learning Strategies. A longitudinal E.E.G. study on cortical auditory activation patterns. Proceedings of the third ES. CO.M. Conference, pp. 669-674. Uppsala, Sweden.

Gruhn, W. (1997b). Music Learning. Neurobiological foundations and educational implictions. Research Studies in Music Education, Sydney, No. 9, 36-47.

Rauscher, F. H. et al. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis. Neuroscience Letters, 185, 44-47.

Rauscher, F. H. et al. (1997). Music training causes long-term enhancement of pre-school children's spatial-temporal reasoning. Neurological Research, 19, 2-8.

Schlaug, G. et al. (1995). Increased corpus callosum size in musicians. Neuropsychologia, 33, No. 8, 1047-1055.

Spychiger, M. (1995). Mehr Musikunterricht an effentlichen Schulen? Hamburg: Kovac.

Zatorre, R. J. et al. (1996). Hearing in the mind's ear: a PET investigation of musical imagery and perception. Journal of Cognitive Science, 8 (1996), 29-46.