The Other Mozart Effect

Carlson, S. , Raemae, P. , Artchakov, D. , & Linnankoski, I. (1997). Effects of music and white noise on working memory performance in monkeys. Neuroreport: An International Journal for the Rapid Communication of Research in Neuroscience, 8, 2853–2856.

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

Chabris, C. F. (1999). Prelude or requiem for the ‘Mozart effect’? Nature: International Weekly Journal of Science, 400, 826–827.

Costa-Giomi, E. (1999). The McGill Piano Project: Effects of three years of piano instruction on children's cognitive abilities, academic achievement, and self-esteem. Journal of Research in Music Education, 47, 198–212.

Eastlund-Gromko, J. , & Poorman, A. S. (1999). The effect of music training on preschoolers' spatial-temporal task performance. Journal of Research in Music Education, 46, 173–181.

Flohr, J. W. et al. (1996, July). ‘Children's Electrophysiological Responses to Music.’ Paper presented at the International Society for Music Education World Congress, Amsterdam, Netherlands. (Eric Document Reproduction Service No. ED 410 017).

Flohr, J. W. , Chesky, K. S. , Persellin, D. , & Flohr, C. M. (1995). Changes in spatial pattern ability following music listening and music vibration. In R. A. Duke (Ed.), Texas Music Education Research 1995 (pp. 35–39). Austin: Texas Music Educators Association.

Flohr, J. W. , & Miller, D. C. (1993). Quantitative EEG differences between baseline and psychomotor response to music. In R. A. Fiese and R. A. Duke (Eds.), Texas Music Education Research 1993 (pp. 1–7). Austin: Texas Music Educators Association.

Gardiner, M. F. , Fox, A. , Knowles, F. , & Jeffrey, D. (1996). Learning improved by arts training. Nature, 381 (6580), 284.

Hurwitz, I. , Wolff, P. , Bortnick, B. , & Kokas, K. (1975). Nonmusical effects of the Kodály music curriculum in primary grade children. Journal of Learning Disabilities, 8, 167–174.

Kenealy, P. , & Monsef, A. (1994). Music and IQ tests. The Psychologist, 7, 346.

McFarland, R. A. , & Kennison, R. F. (1988). Asymmetrical effects of music upon spatial-sequential learning. Journal of General Psychology, 115, 263–272.

McLachlan, J. C. (1993). Music and spatial task performance [Scientific correspondence]. Nature, 366, 520.

Mohanty, B. , & Hejmadi, A. (1992). Effects of intervention training on some cognitive abilities of preschool children. Psychological Studies, 37, 31–37.

Nantais, K. M. , & Schellenberg, E. G. (1999). The Mozart effect: An artifact of preference. Psychological Science, 10, 370–373.

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

Painter, G. (1966). The effects of a rhythmic and sensory motor activity program on perceptual motor spatial abilities of kindergarten children. Exceptional Children, 33, 113–116.

Parente, J. A. , O'Malley, J. J. (1975). Training in musical rhythm and field dependence of children. Perceptual & Motor Skills, 40, 392–394.

Rauscher, F. H. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 827–828.

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

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

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

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

Rauscher, F. , Shaw, G. , Levin, L. , Wright, E. , Dennis, W. , & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research, 19, 2–8.

Rideout, B. E. , Dougherty, S. , & Wernert, L. (1998). Effect of music on spatial performance: A test of generality. Perceptual & Motor Skills, 86, 512–514.

Rideout, B. E. , & Laubach, C. M. (1996). EEG correlates of enhanced spatial performance following exposure to music. Perceptual & Motor Skills, 82, 427–432.

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

Sarnthein, J. , Stein, A. von , Rappelsberger, P. , Petsche, H. , Rauscher, F. , & Shaw, G. (1997). Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning. Neurological Research, 19, 107–116.

Schreiber, E. H. (1988). Influence of music on college students' achievement. Perceptual & Motor Skills, 66, 338.

Spychiger, M. (1995). Mehr Musikunterricht an öffentlichen Schulen? [More music instruction in public schools?]. Hamburg: Kovac.

Steele, K. M. , Ball, T. N. , & Runk, R. (1997). Listening to Mozart does not enhance backwards digit span performance. Perceptual & Motor Skills, 84, 44–47.

Steele, K. M. , Bass, K. E. , & Crook, M. D. (1999). The mystery of the Mozart effect: Failure to replicate. Psychological Science, 10, 366–369.

Steele, K. M. , Bella, S. D. , Peretz, I. , Dunlop, T. , Dawe, L. A. , Humphrey, G. K. , Shannon, R. A. , Kirby, J. L., Jr. , Olmstead, C. G. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 827.

Steele, K. M. , Brown, J. D. , & Stoecker, J. A. (1999). Perceptual & Motor Skills, 88, 843–848.

Stough, C. , Kerkin, B. , Bates, T. , & Mangan, G. (1994). Music and spatial IQ. Personality & Individual Differences, 17, 695.

Trusty, J. , & Oliva, G. (1978). The relationship between participation in structural classical music education program and academic skills and other school-related variables of selected first-grade children. In E. Asmus (Ed.), Proceedings of the Research Symposium on the Psychology and Acoustics of Music (pp. 142–154). Lawrence: University of Kansas.

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

Barret, H. C. , & Barker, H. R. (1973). Cognitive pattern perception and musical performance. Perceptual & Motor Skills, 36, 1187–1193.

Douglas, S. , & Willatts, P. (1994). The relationship between musical ability and literacy skills. Journal of Research in Reading, 17, 99–107.

Hassler, M. (1992). Creative musical behavior and sex hormones: Musical talent and spatial ability in the two sexes. Psychoneuroendocrinology, 17, 55–70.

Hassler, M. , & Birbaumer, N. (1984). Musikalisches Talent und raeumliche Begabung [Musical talent and spatial ability]. Archiv Fuer Psychologie, 136, 235–248.

Hassler, M. , Birbaumer, N. , & Feil, A. (1985). Musical talent and visual-spatial abilities: A longitudinal study. Psychology of Music, 13, 99–113.

Hassler, M. , & Nieschlag, E. (1989). Masculinity, femininity, and musical composition: Psychological and psychoendocrinological aspects of musical and spatial faculties. Archives of Psychology, 141, 71–84.

Hatta, T. , & Mitsuda, M. (1990/1991). Piano learning effects on sequentially presented visuo-spatial stimuli. Imagination, Cognition & Personality, 10 (2), 129–140.

Karma, K. (1982). Musical, spatial and verbal abilities: A progress report. Psychology of Music, 10, 69–71.

Lamb, S. J. , & Gregory, A. H. (1993). The relationship between music and reading in beginning readers. Educational Psychology, 13, 19–26.

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

Sergent, J. , Zuck, E. , Terriah, S. , & MacDonald, B. (1992). Distributed neural network underlying music sight reading and keyboard performance. Science, 257 (5066), 106.

Zatorre, R. (1984). Musical perception and cerebral function: A critical review. Music Perception, 2, 196–221.

Zatorre, R. (1994). Musical processing in the non-musician's brain: Evidence for specialized neural networks. In I. Deliège (Ed.), Proceedings of the 3rd International Conference for Music Perception and Cognition (pp. 39–40). Liège, Belgium.

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

Hassler, M. , Gupta, D. , & Wollmann, H. (1992). Testosterone, estradiol, ACTH and musical, spatial and verbal performance. International Journal of Neuroscience, 65, 45–60.

Schlaug, G., Jäncke, L., Huang, Y., and Steinmetz, H. (1994). In vivo morphometry of interhemispheric asymmetry and connnectivity in musicians. In I. Deliège (Ed.), Proceedings of the 3rd International Conference for Music Perception and Cognition (pp. 417–418). Liège, Belgium.

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

Schlaug, G., Amunts, K., Jäncke, L., Schleicher, A., & Zilles, K. (1996). Hand motor skill covaries with the size of motor cortex: Evidence for macrostructural adaptation in musicians. In B. Pennycook & E. Costa-Giomi (Eds.), Proceedings of the 4th International Conference on Music Perception and Cognition (p. 433). Montreal, Canada: McGill University.

Cutietta, R. (1995). Does music instruction help a child learn to read? General Music Today, 8 (1), 26–31.

Cutietta, R. (1996a). Language and music programs. General Music Today, 9 (1), 26–31.

Cutietta, R. (1996b). Does music instruction aid mathematical skills? General Music Today, 9 (3), 28–30.

Cutietta, R. (1996c). Does music instruction aid academic skills? General Music Today, 10 (1), 24–27.

Flohr, J. W. , Miller, D. C. , & Persellin, D. C. (1999). Recent brain research on young children. Teaching Music, 6 (6), 41–43, 54.

Gardner, H. , Torff, B. , & Hatch, T. (1996). The age of innocence reconsidered: Preserving the best of the progressive traditions in psychology and education. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 28–55). Oxford: Blackwell Publishers.

Hanshumaker, J. (1980). The effects of arts education on intellectual and social development: A review of selected research. Bulletin of the Council for Research in Music Education, No. 61, 10–28.

Kupferberg, H. (1999). The new sounds of success in school. Parade Magazine, 28 February, 8–9.

Lamont, A. (1998). Responses to Katie Overy's paper, ‘Can music really ‘improve’ the mind?’ Psychology of Music, 26, 201–203.

Mills, J. (1998). Responses to Katie Overy's paper, ‘Can music really ‘improve’ the mind?’ Psychology of Music, 26, 204–205.

Overy, K. (1998). Discussion note: Can music really ‘improve’ the mind? Psychology of Music, 26, 97–99.

Rauscher, F. H. (1998). Responses to Katie Overy's paper, ‘Can music really ‘improve’ the mind?’? Psychology of Music, 26, 197–199.

Schlaug, G. (1994). Music of the hemispheres. Discover, 15, 15.

Waters, A. J. (1998). Responses to Katie Overy's paper, ‘Can music really ‘improve' the mind?’? Psychology of Music, 26, 205–207.

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

Winner, E., & Hetland, L. (1999, March 4). Mozart and the S.A.T.'s. The New York Times, p. A25.