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class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="266904361" href="https://www.academia.edu/Documents/in/Feminist_Research"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/FrancesRauscher","location":"/FrancesRauscher","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/FrancesRauscher","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Feminist Research"]}" data-trace="false" 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href="https://www.academia.edu/123483923/Dominance_and_accommodation_in_the_conversational_behaviours_of_same_and_mixed_gender_dyads"><img alt="Research paper thumbnail of Dominance and accommodation in the conversational behaviours of same- and mixed-gender dyads" class="work-thumbnail" src="https://attachments.academia-assets.com/117904354/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123483923/Dominance_and_accommodation_in_the_conversational_behaviours_of_same_and_mixed_gender_dyads">Dominance and accommodation in the conversational behaviours of same- and mixed-gender dyads</a></div><div class="wp-workCard_item"><span>Language & Communication</span><span>, 1988</span></div><div class="wp-workCard_item wp-workCard--actions"><span 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href="https://www.academia.edu/123483920/Filled_pauses_and_gestures_Its_not_coincidence"><img alt="Research paper thumbnail of Filled pauses and gestures: It's not coincidence" class="work-thumbnail" src="https://attachments.academia-assets.com/117904355/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123483920/Filled_pauses_and_gestures_Its_not_coincidence">Filled pauses and gestures: It's not coincidence</a></div><div class="wp-workCard_item"><span>Journal of Psycholinguistic Research</span><span>, 1991</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8db05467fb6c821abae7a47790c60054" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music"><img alt="Research paper thumbnail of Shared Processing of Language and Music" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music">Shared Processing of Language and Music</a></div><div class="wp-workCard_item"><span>Experimental Psychology</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">. The present study sought to explore whether musical information is processed by the phonologica...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">. The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. 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The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. 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Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.","internal_url":"https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music","translated_internal_url":"","created_at":"2023-06-30T16:29:21.374-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Shared_Processing_of_Language_and_Music","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":". The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":7915,"name":"Silence","url":"https://www.academia.edu/Documents/in/Silence"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":558107,"name":"Musical","url":"https://www.academia.edu/Documents/in/Musical"}],"urls":[{"id":32649982,"url":"https://econtent.hogrefe.com/doi/pdf/10.1027/1618-3169/a000388"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098880"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098880/Book_Review_Why_music_gets_the_brain_excited"><img alt="Research paper thumbnail of Book Review: Why music gets the brain excited" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098880/Book_Review_Why_music_gets_the_brain_excited">Book Review: Why music gets the brain excited</a></div><div class="wp-workCard_item"><span>New Scientist</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Music does some remarkably strange things to people&#39;s brains. Frances H. Rauscher looks at a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Music does some remarkably strange things to people&#39;s brains. Frances H. Rauscher looks at a neurologist&#39;s valiant attempt to make sense of it all</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098880"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098880"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098880; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098880]").text(description); $(".js-view-count[data-work-id=104098880]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098880; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098880']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098880, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098880]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098880,"title":"Book Review: Why music gets the brain excited","translated_title":"","metadata":{"abstract":"Music does some remarkably strange things to people\u0026#39;s brains. 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href="https://www.academia.edu/104098879/Music_training_causes_long_term_enhancement_of_preschool_children_s_spatial_temporal_reasoning"><img alt="Research paper thumbnail of Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning" class="work-thumbnail" src="https://attachments.academia-assets.com/103916232/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098879/Music_training_causes_long_term_enhancement_of_preschool_children_s_spatial_temporal_reasoning">Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">View related articles Citing articles: 24 View citing articles Music training causes long-term en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">View related articles Citing articles: 24 View citing articles Music training causes long-term enhancement of preschool children's spatial-temporal • , reason1ng</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff1bf86f8afb7c96f9e7c24694500c54" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916232,"asset_id":104098879,"asset_type":"Work","button_location":"profile"}" 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098878/Improved_maze_learning_through_early_music_exposure_in_rats">Improved maze learning through early music exposure in rats</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 44...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 448)), minimalist music (a Philip Glass composition), white noise or silence, and were then tested for five days, three trials per day, in a multiple T-maze. By Day 3, the rats exposed to the Mozart work completed the maze more rapidly and with fewer errors than the rats assigned to the other groups. The difference increased in magnitude through Day 5. This suggests that repeated exposure to complex music induces improved spatial-temporal learning in rats, resembling results found in humans. Taken together with studies of enrichment-induced neural plasticity, these results suggest a similar neurophysiological mechanism for the effects of music on spatia/learning in rats and humans.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="183206d821dbd4dc7575dd0642d459aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916233,"asset_id":104098878,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916233/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098878"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098878"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098878; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098878]").text(description); $(".js-view-count[data-work-id=104098878]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098878; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098878']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098878, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "183206d821dbd4dc7575dd0642d459aa" } } $('.js-work-strip[data-work-id=104098878]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098878,"title":"Improved maze learning through early music exposure in rats","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 448)), minimalist music (a Philip Glass composition), white noise or silence, and were then tested for five days, three trials per day, in a multiple T-maze. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098877/Persistent_patterns_of_brain_activity_An_EEG_coherence_study_of_the_positive_effect_of_music_on_spatial_temporal_reasoning"><img alt="Research paper thumbnail of Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098877/Persistent_patterns_of_brain_activity_An_EEG_coherence_study_of_the_positive_effect_of_music_on_spatial_temporal_reasoning">Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1997</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098876"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children"><img alt="Research paper thumbnail of Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children">Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research has demonstrated that preschool children score higher on spatial tests followin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098876"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098876"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098876; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098876]").text(description); $(".js-view-count[data-work-id=104098876]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098876; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098876']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098876, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098876]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098876,"title":"Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children","translated_title":"","metadata":{"abstract":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","publication_date":{"day":null,"month":null,"year":2003,"errors":{}}},"translated_abstract":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","internal_url":"https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children","translated_internal_url":"","created_at":"2023-06-30T16:29:20.488-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098875"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children"><img alt="Research paper thumbnail of From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children">From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research suggests that early instruction in a musical instrument may enhance spatial-temporal rea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children&#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children&#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098875"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098875"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098875; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098875]").text(description); $(".js-view-count[data-work-id=104098875]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098875; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098875']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098875, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098875]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098875,"title":"From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children","translated_title":"","metadata":{"abstract":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children\u0026#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}}},"translated_abstract":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children\u0026#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","internal_url":"https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children","translated_internal_url":"","created_at":"2023-06-30T16:29:20.268-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children\u0026#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":1139,"name":"Publishing","url":"https://www.academia.edu/Documents/in/Publishing"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":90962,"name":"Academic research","url":"https://www.academia.edu/Documents/in/Academic_research"},{"id":97917,"name":"Spatial ability","url":"https://www.academia.edu/Documents/in/Spatial_ability"},{"id":132495,"name":"Commissioning","url":"https://www.academia.edu/Documents/in/Commissioning"}],"urls":[{"id":32649978,"url":"http://search.informit.com.au/documentSummary;dn=042924086801924;res=IELHSS"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098874"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098874/The_impact_of_music_instruction_on_other_skills"><img alt="Research paper thumbnail of The impact of music instruction on other skills" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098874/The_impact_of_music_instruction_on_other_skills">The impact of music instruction on other skills</a></div><div class="wp-workCard_item"><span>Oxford Handbooks Online</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article examines how making music may actually enhance children&#39;s abilities in other dom...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article examines how making music may actually enhance children&#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098874"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098874]").text(description); $(".js-view-count[data-work-id=104098874]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098874']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098874, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098874]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098874,"title":"The impact of music instruction on other skills","translated_title":"","metadata":{"abstract":"This article examines how making music may actually enhance children\u0026#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.","publisher":"Oxford University Press","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Oxford Handbooks Online"},"translated_abstract":"This article examines how making music may actually enhance children\u0026#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.","internal_url":"https://www.academia.edu/104098874/The_impact_of_music_instruction_on_other_skills","translated_internal_url":"","created_at":"2023-06-30T16:29:20.029-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_impact_of_music_instruction_on_other_skills","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This article examines how making music may actually enhance children\u0026#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098872"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098872/Mozart_and_the_Mind"><img alt="Research paper thumbnail of Mozart and the Mind" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098872/Mozart_and_the_Mind">Mozart and the Mind</a></div><div class="wp-workCard_item"><span>Improving Academic Achievement</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Publisher Summary The “Mozart effect” refers to the finding that college students who listened to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children&#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098872"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098872]").text(description); $(".js-view-count[data-work-id=104098872]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098872; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098872']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098872, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098872]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098872,"title":"Mozart and the Mind","translated_title":"","metadata":{"abstract":"Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.","publisher":"Elsevier","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Improving Academic Achievement"},"translated_abstract":"Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.","internal_url":"https://www.academia.edu/104098872/Mozart_and_the_Mind","translated_internal_url":"","created_at":"2023-06-30T16:29:19.748-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Mozart_and_the_Mind","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"},{"id":12287,"name":"Mozart","url":"https://www.academia.edu/Documents/in/Mozart"},{"id":177285,"name":"Improving Academic Achievement","url":"https://www.academia.edu/Documents/in/Improving_Academic_Achievement"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098870"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events"><img alt="Research paper thumbnail of Music choice as a sadness regulation strategy for resolved versus unresolved sad events" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events">Music choice as a sadness regulation strategy for resolved versus unresolved sad events</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research examined individuals’ preference for happy music when dealing with resolved versus ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098870]").text(description); $(".js-view-count[data-work-id=104098870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098870,"title":"Music choice as a sadness regulation strategy for resolved versus unresolved sad events","translated_title":"","metadata":{"abstract":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. 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As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Psychology of Music"},"translated_abstract":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...","internal_url":"https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events","translated_internal_url":"","created_at":"2023-06-30T16:29:19.333-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098869"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098869/The_Vocabularies_of_Academia"><img alt="Research paper thumbnail of The Vocabularies of Academia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098869/The_Vocabularies_of_Academia">The Vocabularies of Academia</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 1994</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098869"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item 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different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...","internal_url":"https://www.academia.edu/104098869/The_Vocabularies_of_Academia","translated_internal_url":"","created_at":"2023-06-30T16:29:19.202-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Vocabularies_of_Academia","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances 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href="https://www.academia.edu/104098868/Key_Components_of_the_Mozart_Effect">Key Components of the Mozart Effect</a></div><div class="wp-workCard_item"><span>Perceptual and Motor Skills</span><span>, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The results of studies intended to replicate the enhancement of spatial-temporal reasoning follow...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The results of studies intended to replicate the enhancement of spatial-temporal reasoning following exposure to 10 min. of Mozart&#39;s Sonata for Two Pianos in D Major (K.448) have been varied. While some studies have replicated the effect, others have not. We suggest that researchers&#39; diverse choice of dependent measures may account for these varied results. This paper provides a neurophysiological context for the enhancement and considers theoretical and experimental factors, including the choice of dependent measures, the presentation order of the conditions, the selection of the musical composition, and the inclusion of a distractor task, that may contribute to the various findings. More work is needed before practical applications can be derived.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8c0ad54aadf6f4e745af2be477e7ed40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916229,"asset_id":104098868,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916229/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098868]").text(description); $(".js-view-count[data-work-id=104098868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098868, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8c0ad54aadf6f4e745af2be477e7ed40" } } $('.js-work-strip[data-work-id=104098868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098868,"title":"Key Components of the Mozart Effect","translated_title":"","metadata":{"abstract":"The results of studies intended to replicate the enhancement of spatial-temporal reasoning following exposure to 10 min. of Mozart\u0026#39;s Sonata for Two Pianos in D Major (K.448) have been varied. 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Here we present results from an experiment which replicates these findings, and shows that (i) â€˜repetitiveâ€™ music does not enhance reasoning; (ii) a taped short story does not enhance reasoning; and (iii) short-term memory is not enhanced. We propose experiments designed to explore the neurophysiological bases of this causal enhancement of spatial-temporal reasoning by music, and begin to search for quantitative measures of further higher ognitive effects of music. a a Purchase Export Previous Previous article Next Next article Check if you have access through your login credentials or your institution.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae4a74017afea74c8e9d15f18e3a938a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916227,"asset_id":104098867,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916227/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098867"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098867"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098867; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098867]").text(description); $(".js-view-count[data-work-id=104098867]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098867; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098867']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098867, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae4a74017afea74c8e9d15f18e3a938a" } } $('.js-work-strip[data-work-id=104098867]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098867,"title":"Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis","translated_title":"","metadata":{"publisher":"Elsevier BV","grobid_abstract":"Motivated by predictions of a structured neuronal model of the cortex, we performed a behavioral experiment which showed that listening to a Mozart piano sonata produced significant short-term enhancement of spatial-temporal reasoning in college students. 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We propose experiments designed to explore the neurophysiological bases of this causal enhancement of spatial-temporal reasoning by music, and begin to search for quantitative measures of further higher ognitive effects of music. a a Purchase Export Previous Previous article Next Next article Check if you have access through your login credentials or your institution.","publication_date":{"day":null,"month":null,"year":1995,"errors":{}},"publication_name":"Neuroscience Letters","grobid_abstract_attachment_id":103916227},"translated_abstract":null,"internal_url":"https://www.academia.edu/104098867/Listening_to_Mozart_enhances_spatial_temporal_reasoning_towards_a_neurophysiological_basis","translated_internal_url":"","created_at":"2023-06-30T16:29:18.815-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":103916227,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103916227/thumbnails/1.jpg","file_name":"04-31-50.pdf","download_url":"https://www.academia.edu/attachments/103916227/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Listening_to_Mozart_enhances_spatial_tem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103916227/04-31-50.pdf?1688167819=\u0026response-content-disposition=attachment%3B+filename%3DListening_to_Mozart_enhances_spatial_tem.pdf\u0026Expires=1734503413\u0026Signature=BQgcL-hJBVsrvF05CSnMYavRbaSyDfyhCOSTAJDWKh8aeVl7FzSrSBIcdc71KbKpc01e3HQbfvfNT0Id8qljxCnzYg9-oHgTdCGKtqqNmJf-rrBfsQ6gyYJ1TEtOdlT8ck3WZqUZm4fXQP3h48dDgRG~WVWj4Fh87NJNtVL4v2XVAXz9BR~25u5yXrfRiO9cfESA4AzHKDZXK~lAEezrhddPs3ZotH3FRwMwOLN3oKespOT4pYE1rDOCtQzB1I55u~wl8-jYyFbFNACg9r7AalJ8dWBGjUGG9ug7JhC0HE4g7ZdYOmwDAc8qPDT3azoqCczEQnmNnjIlZ-QBEonbSg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Listening_to_Mozart_enhances_spatial_temporal_reasoning_towards_a_neurophysiological_basis","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"Motivated by predictions of a structured neuronal model of the cortex, we performed a behavioral experiment which showed that listening to a Mozart piano sonata produced significant short-term enhancement of spatial-temporal reasoning in college students. 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We propose experiments designed to explore the neurophysiological bases of this causal enhancement of spatial-temporal reasoning by music, and begin to search for quantitative measures of further higher ognitive effects of music. a a Purchase Export Previous Previous article Next Next article Check if you have access through your login credentials or your institution.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[{"id":103916227,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103916227/thumbnails/1.jpg","file_name":"04-31-50.pdf","download_url":"https://www.academia.edu/attachments/103916227/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Listening_to_Mozart_enhances_spatial_tem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103916227/04-31-50.pdf?1688167819=\u0026response-content-disposition=attachment%3B+filename%3DListening_to_Mozart_enhances_spatial_tem.pdf\u0026Expires=1734503413\u0026Signature=BQgcL-hJBVsrvF05CSnMYavRbaSyDfyhCOSTAJDWKh8aeVl7FzSrSBIcdc71KbKpc01e3HQbfvfNT0Id8qljxCnzYg9-oHgTdCGKtqqNmJf-rrBfsQ6gyYJ1TEtOdlT8ck3WZqUZm4fXQP3h48dDgRG~WVWj4Fh87NJNtVL4v2XVAXz9BR~25u5yXrfRiO9cfESA4AzHKDZXK~lAEezrhddPs3ZotH3FRwMwOLN3oKespOT4pYE1rDOCtQzB1I55u~wl8-jYyFbFNACg9r7AalJ8dWBGjUGG9ug7JhC0HE4g7ZdYOmwDAc8qPDT3azoqCczEQnmNnjIlZ-QBEonbSg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":9432,"name":"Experience Design","url":"https://www.academia.edu/Documents/in/Experience_Design"},{"id":12287,"name":"Mozart","url":"https://www.academia.edu/Documents/in/Mozart"},{"id":22272,"name":"Neurophysiology","url":"https://www.academia.edu/Documents/in/Neurophysiology"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation"},{"id":56484,"name":"Spatial and Temporal Reasoning","url":"https://www.academia.edu/Documents/in/Spatial_and_Temporal_Reasoning"},{"id":78467,"name":"Cerebral Cortex","url":"https://www.academia.edu/Documents/in/Cerebral_Cortex"},{"id":102674,"name":"College Students","url":"https://www.academia.edu/Documents/in/College_Students"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening"},{"id":318172,"name":"Spatial Behavior","url":"https://www.academia.edu/Documents/in/Spatial_Behavior"},{"id":522464,"name":"Short Term Memory","url":"https://www.academia.edu/Documents/in/Short_Term_Memory"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[{"id":32649975,"url":"https://api.elsevier.com/content/article/PII:0304394094112214?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098866/The_Mozart_Effect_in_Rats_Response_to_Steele"><img alt="Research paper thumbnail of The Mozart Effect in Rats: Response to Steele" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098866/The_Mozart_Effect_in_Rats_Response_to_Steele">The Mozart Effect in Rats: Response to Steele</a></div><div class="wp-workCard_item"><span>Music Perception</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that found improved maze running following early music exposure in rats. Steele’s primary criticisms were that the rats in the Rauscher et al. study were only able to hear 31% of the notes and that a selection bias resulting in preexisting differences between groups could account for the disparity in their performance. Here we provide evidence that the rats heard a substantially higher percentage of notes than Steele reported and that there were no preexisting differences between groups. A recent replication is discussed that shows a neurophysiological basis for a Mozart effect in rats.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098866]").text(description); $(".js-view-count[data-work-id=104098866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098866, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098866,"title":"The Mozart Effect in Rats: Response to Steele","translated_title":"","metadata":{"abstract":"Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that found improved maze running following early music exposure in rats. Steele’s primary criticisms were that the rats in the Rauscher et al. study were only able to hear 31% of the notes and that a selection bias resulting in preexisting differences between groups could account for the disparity in their performance. Here we provide evidence that the rats heard a substantially higher percentage of notes than Steele reported and that there were no preexisting differences between groups. A recent replication is discussed that shows a neurophysiological basis for a Mozart effect in rats.","publisher":"University of California Press","publication_date":{"day":null,"month":null,"year":2006,"errors":{}},"publication_name":"Music Perception"},"translated_abstract":"Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that found improved maze running following early music exposure in rats. Steele’s primary criticisms were that the rats in the Rauscher et al. study were only able to hear 31% of the notes and that a selection bias resulting in preexisting differences between groups could account for the disparity in their performance. Here we provide evidence that the rats heard a substantially higher percentage of notes than Steele reported and that there were no preexisting differences between groups. A recent replication is discussed that shows a neurophysiological basis for a Mozart effect in rats.","internal_url":"https://www.academia.edu/104098866/The_Mozart_Effect_in_Rats_Response_to_Steele","translated_internal_url":"","created_at":"2023-06-30T16:29:18.625-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Mozart_Effect_in_Rats_Response_to_Steele","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that found improved maze running following early music exposure in rats. Steele’s primary criticisms were that the rats in the Rauscher et al. study were only able to hear 31% of the notes and that a selection bias resulting in preexisting differences between groups could account for the disparity in their performance. Here we provide evidence that the rats heard a substantially higher percentage of notes than Steele reported and that there were no preexisting differences between groups. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="17631675" id="papers"><div class="js-work-strip profile--work_container" data-work-id="123483923"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123483923/Dominance_and_accommodation_in_the_conversational_behaviours_of_same_and_mixed_gender_dyads"><img alt="Research paper thumbnail of Dominance and accommodation in the conversational behaviours of same- and mixed-gender dyads" class="work-thumbnail" src="https://attachments.academia-assets.com/117904354/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123483923/Dominance_and_accommodation_in_the_conversational_behaviours_of_same_and_mixed_gender_dyads">Dominance and accommodation in the conversational behaviours of same- and mixed-gender dyads</a></div><div class="wp-workCard_item"><span>Language & Communication</span><span>, 1988</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="05bf7ef0dd219aab24f1db141668b023" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117904354,"asset_id":123483923,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117904354/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music"><img alt="Research paper thumbnail of Shared Processing of Language and Music" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music">Shared Processing of Language and Music</a></div><div class="wp-workCard_item"><span>Experimental Psychology</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">. The present study sought to explore whether musical information is processed by the phonologica...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">. The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098881; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098881]").text(description); $(".js-view-count[data-work-id=104098881]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098881; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098881']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098881, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098881,"title":"Shared Processing of Language and Music","translated_title":"","metadata":{"abstract":". The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.","publisher":"Hogrefe Publishing Group","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Experimental Psychology"},"translated_abstract":". The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.","internal_url":"https://www.academia.edu/104098881/Shared_Processing_of_Language_and_Music","translated_internal_url":"","created_at":"2023-06-30T16:29:21.374-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Shared_Processing_of_Language_and_Music","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":". The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical – linguistic; linguistic – musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology"},{"id":7915,"name":"Silence","url":"https://www.academia.edu/Documents/in/Silence"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":558107,"name":"Musical","url":"https://www.academia.edu/Documents/in/Musical"}],"urls":[{"id":32649982,"url":"https://econtent.hogrefe.com/doi/pdf/10.1027/1618-3169/a000388"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098880"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098880/Book_Review_Why_music_gets_the_brain_excited"><img alt="Research paper thumbnail of Book Review: Why music gets the brain excited" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098880/Book_Review_Why_music_gets_the_brain_excited">Book Review: Why music gets the brain excited</a></div><div class="wp-workCard_item"><span>New Scientist</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Music does some remarkably strange things to people&#39;s brains. Frances H. Rauscher looks at a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Music does some remarkably strange things to people&#39;s brains. Frances H. Rauscher looks at a neurologist&#39;s valiant attempt to make sense of it all</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098880"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098880"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098880; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098880]").text(description); $(".js-view-count[data-work-id=104098880]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098880; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098880']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098880, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098880]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098880,"title":"Book Review: Why music gets the brain excited","translated_title":"","metadata":{"abstract":"Music does some remarkably strange things to people\u0026#39;s brains. 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href="https://www.academia.edu/104098879/Music_training_causes_long_term_enhancement_of_preschool_children_s_spatial_temporal_reasoning"><img alt="Research paper thumbnail of Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning" class="work-thumbnail" src="https://attachments.academia-assets.com/103916232/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098879/Music_training_causes_long_term_enhancement_of_preschool_children_s_spatial_temporal_reasoning">Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">View related articles Citing articles: 24 View citing articles Music training causes long-term en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">View related articles Citing articles: 24 View citing articles Music training causes long-term enhancement of preschool children's spatial-temporal • , reason1ng</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff1bf86f8afb7c96f9e7c24694500c54" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916232,"asset_id":104098879,"asset_type":"Work","button_location":"profile"}" 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098878/Improved_maze_learning_through_early_music_exposure_in_rats">Improved maze learning through early music exposure in rats</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 44...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 448)), minimalist music (a Philip Glass composition), white noise or silence, and were then tested for five days, three trials per day, in a multiple T-maze. By Day 3, the rats exposed to the Mozart work completed the maze more rapidly and with fewer errors than the rats assigned to the other groups. The difference increased in magnitude through Day 5. This suggests that repeated exposure to complex music induces improved spatial-temporal learning in rats, resembling results found in humans. Taken together with studies of enrichment-induced neural plasticity, these results suggest a similar neurophysiological mechanism for the effects of music on spatia/learning in rats and humans.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="183206d821dbd4dc7575dd0642d459aa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916233,"asset_id":104098878,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916233/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098878"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098878"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098878; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098878]").text(description); $(".js-view-count[data-work-id=104098878]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098878; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098878']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098878, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "183206d821dbd4dc7575dd0642d459aa" } } $('.js-work-strip[data-work-id=104098878]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098878,"title":"Improved maze learning through early music exposure in rats","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Rats were exposed in utero plus 60 days post-partum to either complex music (Mozart Sonata (K. 448)), minimalist music (a Philip Glass composition), white noise or silence, and were then tested for five days, three trials per day, in a multiple T-maze. 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Taken together with studies of enrichment-induced neural plasticity, these results suggest a similar neurophysiological mechanism for the effects of music on spatia/learning in rats and humans.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[{"id":103916233,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103916233/thumbnails/1.jpg","file_name":"01616412.1998.1174054320230630-1-tvt8p6.pdf","download_url":"https://www.academia.edu/attachments/103916233/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Improved_maze_learning_through_early_mus.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103916233/01616412.1998.1174054320230630-1-tvt8p6-libre.pdf?1688168144=\u0026response-content-disposition=attachment%3B+filename%3DImproved_maze_learning_through_early_mus.pdf\u0026Expires=1734503412\u0026Signature=gDFVdC20J-H9p~CHQdqv-D7PNp4wR0HuOwI~K88wZGj8v8lDOFjG3D26wKV9QhjY3N5N-xXYq5pmWqTFvcTPmadbHBxAGwe~u9znl4kCmfvTY56gkOjaQr~iaRvXkyZXqPzQcjHyk7YvXNwHhPcQZXmRe~cJBj2p9UYxsAY6KdqoQmL~4AGR5M~fpXiZzJsV4LANBrI8sYFKtDTeBPvWPKHuyu2xRvshp~Q9zpdG8iNSO~pKncQ-je9xrzH~So4fm1HIsGGebD5m059N2e-oV6P~ouiU61FVvvz-MgmfOvF963QelL2NDmYRbBO7JVZdQVgQqCSURxZ9IEjwp2zSRA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":12287,"name":"Mozart","url":"https://www.academia.edu/Documents/in/Mozart"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":62550,"name":"Pregnancy","url":"https://www.academia.edu/Documents/in/Pregnancy"},{"id":132020,"name":"Neuronal Plasticity","url":"https://www.academia.edu/Documents/in/Neuronal_Plasticity"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"},{"id":264670,"name":"Neurological","url":"https://www.academia.edu/Documents/in/Neurological"},{"id":375054,"name":"Rats","url":"https://www.academia.edu/Documents/in/Rats"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":1169505,"name":"Maze Learning","url":"https://www.academia.edu/Documents/in/Maze_Learning"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[{"id":32649980,"url":"http://www.tandfonline.com/doi/pdf/10.1080/01616412.1998.11740543"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098877/Persistent_patterns_of_brain_activity_An_EEG_coherence_study_of_the_positive_effect_of_music_on_spatial_temporal_reasoning"><img alt="Research paper thumbnail of Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098877/Persistent_patterns_of_brain_activity_An_EEG_coherence_study_of_the_positive_effect_of_music_on_spatial_temporal_reasoning">Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning</a></div><div class="wp-workCard_item"><span>Neurological Research</span><span>, 1997</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098877; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098876"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children"><img alt="Research paper thumbnail of Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children">Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research has demonstrated that preschool children score higher on spatial tests followin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098876"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098876"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098876; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098876]").text(description); $(".js-view-count[data-work-id=104098876]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098876; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098876']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098876, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098876]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098876,"title":"Effects of Piano, Singing, and Rhythm Instruction on the Spatial Reasoning of At-Risk Children","translated_title":"","metadata":{"abstract":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","publication_date":{"day":null,"month":null,"year":2003,"errors":{}}},"translated_abstract":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","internal_url":"https://www.academia.edu/104098876/Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children","translated_internal_url":"","created_at":"2023-06-30T16:29:20.488-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Effects_of_Piano_Singing_and_Rhythm_Instruction_on_the_Spatial_Reasoning_of_At_Risk_Children","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Previous research has demonstrated that preschool children score higher on spatial tests following piano instruction. Three studies were conducted to answer three questions regarding these effects: (1) Which cognitive processes are enhanced by piano instruction? (2) Do different types of instruction have differential effects? (3) Are these effects durable and generalizable? In Study 1, at-risk preschool children were provided with weekly piano instruction, computer instruction, or no instruction for two years. Children were preand post-tested using a large battery of standardized cognitive tests. Results indicated that children who received piano instruction scored significantly higher than control children on tests requiring spatial and/or temporal abilities. In Study 2, children received instruction in piano, singing, or rhythm instruments. A control group of children received no instruction. We administered the same battery of tests as in Study 1. All music groups scored higher than controls on spatial and temporal tasks. The rhythm group scored higher than the piano and singing groups on temporal tasks. The piano and singing groups’ scores did not differ. Study 3 compared the scores of the children who received music lessons to those of Head Start children who did not receive instruction, at-risk children who were not enrolled in Head Start, and middle-income elementary school children. The music groups continued to score higher than all other groups on spatial and temporal tasks two years after instruction ended. The rhythm group continued to score higher than controls on temporal and mathematics tests. No effects were found for verbal, memory, or reading tests.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098875"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children"><img alt="Research paper thumbnail of From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children">From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research suggests that early instruction in a musical instrument may enhance spatial-temporal rea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children&#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children&#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098875"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098875"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098875; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098875]").text(description); $(".js-view-count[data-work-id=104098875]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098875; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098875']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098875, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098875]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098875,"title":"From Music to Math?: Understanding the Relationship Between Music Instruction and Spatial Abilities in Young Children","translated_title":"","metadata":{"abstract":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children\u0026#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}}},"translated_abstract":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. 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However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","internal_url":"https://www.academia.edu/104098875/From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children","translated_internal_url":"","created_at":"2023-06-30T16:29:20.268-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"From_Music_to_Math_Understanding_the_Relationship_Between_Music_Instruction_and_Spatial_Abilities_in_Young_Children","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Research suggests that early instruction in a musical instrument may enhance spatial-temporal reasoning- the ability to rotate or flip imagined objects over time. This skill is essential to mathematical and scientific thought. The purpose of this paper is to answer some fundamental questions an educator, parent, or policy maker might ask about the effects of music on children\u0026#39;s spatial abilities, including: (a) What have researchers discovered about instrumental instruction and spatial-temporal reasoning? (b) What is the best age to begin instrumental instruction for spatial-temporal enhancement? (c) How long do the effects of instrumental instruction on spatial-temporal reasoning persist? (d) How might musical experiences affect cognitive development? (e) Does enhancing spatial-temporal reasoning improve mathematics scores? I present data from a four-year longitudinal study showing that Kindergarten (5-year-old) children who were provided with group piano instruction scored higher on spatial-temporal tasks compared to children who did not receive the instruction. The effect was significant after four months of instruction. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease, whereas the children who received instruction over the entire four years of the study continued to score higher on the spatial-temporal tasks. Finally, scores of the children who began instruction in the second grade (age seven) did not improve significantly, and these children continued to score lower than the other groups in the third grade. Implications for public policy are discussed.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":1139,"name":"Publishing","url":"https://www.academia.edu/Documents/in/Publishing"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":90962,"name":"Academic research","url":"https://www.academia.edu/Documents/in/Academic_research"},{"id":97917,"name":"Spatial ability","url":"https://www.academia.edu/Documents/in/Spatial_ability"},{"id":132495,"name":"Commissioning","url":"https://www.academia.edu/Documents/in/Commissioning"}],"urls":[{"id":32649978,"url":"http://search.informit.com.au/documentSummary;dn=042924086801924;res=IELHSS"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098874"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098874/The_impact_of_music_instruction_on_other_skills"><img alt="Research paper thumbnail of The impact of music instruction on other skills" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098874/The_impact_of_music_instruction_on_other_skills">The impact of music instruction on other skills</a></div><div class="wp-workCard_item"><span>Oxford Handbooks Online</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article examines how making music may actually enhance children&#39;s abilities in other dom...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article examines how making music may actually enhance children&#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098874"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098874]").text(description); $(".js-view-count[data-work-id=104098874]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098874']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098874, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098874]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098874,"title":"The impact of music instruction on other skills","translated_title":"","metadata":{"abstract":"This article examines how making music may actually enhance children\u0026#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.","publisher":"Oxford University Press","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Oxford Handbooks Online"},"translated_abstract":"This article examines how making music may actually enhance children\u0026#39;s abilities in other domains of reasoning. The goal is to integrate what is known about the area and to provide a substantive conclusion about the issue. 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The article reviews studies on the effects of music instruction on cognitive abilities, neurological mechanisms, and cognitive transfer.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098872"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098872/Mozart_and_the_Mind"><img alt="Research paper thumbnail of Mozart and the Mind" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098872/Mozart_and_the_Mind">Mozart and the Mind</a></div><div class="wp-workCard_item"><span>Improving Academic Achievement</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Publisher Summary The “Mozart effect” refers to the finding that college students who listened to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children&#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098872"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098872]").text(description); $(".js-view-count[data-work-id=104098872]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098872; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098872']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098872, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098872]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098872,"title":"Mozart and the Mind","translated_title":"","metadata":{"abstract":"Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. This chapter presents the school district of Kettle-Moraine study. Children from four kindergarten classrooms at two Wisconsin public elementary schools in the school district of Kettle-Moraine participated. Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. 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Some children received piano keyboard instruction (keyboard group) and others received no special training (no music group). The study began by pretesting all the children using two spatial-temporal tasks, a puzzle-solving task, a block-building task, and one pictorial memory task. Children were posttested twice, once following 4 months of lessons and a second time following 8 months. Results showed that young children who were provided with music instruction scored higher on spatial-temporal tasks compared with children who did not receive the instruction. The effect was significant after 4 months of instruction. No enhancement was found for a nonspatial task: pictorial memory. However, when the music instruction was terminated the children\u0026#39;s scores began to decrease. The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. 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Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.","internal_url":"https://www.academia.edu/104098872/Mozart_and_the_Mind","translated_internal_url":"","created_at":"2023-06-30T16:29:19.748-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Mozart_and_the_Mind","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Publisher Summary The “Mozart effect” refers to the finding that college students who listened to the first 10 minutes of a Mozart sonata (K.448) scored higher on a spatial-temporal reasoning task immediately afterward—an effect that lasted approximately 10 minutes. 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The children who received instruction over the entire 4 years of the study continued to score higher on the spatial-temporal tasks. The effects of music instruction on spatial-temporal abilities may be explained by two types of theories. Neuroscientific theories assert that music instruction induces physiological changes in brain structure that consequently affect spatial-temporal processing. Transfer theories, on the other hand, suggest that playing a musical instrument and performing a spatial-temporal task require similar cognitive skills, and thus the skills involved in making music may transfer to spatial-temporal task performance.","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art"},{"id":12287,"name":"Mozart","url":"https://www.academia.edu/Documents/in/Mozart"},{"id":177285,"name":"Improving Academic Achievement","url":"https://www.academia.edu/Documents/in/Improving_Academic_Achievement"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098870"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events"><img alt="Research paper thumbnail of Music choice as a sadness regulation strategy for resolved versus unresolved sad events" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events">Music choice as a sadness regulation strategy for resolved versus unresolved sad events</a></div><div class="wp-workCard_item"><span>Psychology of Music</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research examined individuals’ preference for happy music when dealing with resolved versus ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098870]").text(description); $(".js-view-count[data-work-id=104098870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098870,"title":"Music choice as a sadness regulation strategy for resolved versus unresolved sad events","translated_title":"","metadata":{"abstract":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Psychology of Music"},"translated_abstract":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...","internal_url":"https://www.academia.edu/104098870/Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events","translated_internal_url":"","created_at":"2023-06-30T16:29:19.333-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Music_choice_as_a_sadness_regulation_strategy_for_resolved_versus_unresolved_sad_events","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This research examined individuals’ preference for happy music when dealing with resolved versus unresolved sad events. In experiment 1 ( N = 49), participants dealing with unresolved sad events were more likely to select music that was happy, exciting, upbeat, and active than those dealing with resolved sad events. Unresolved sadness participants also wanted to listen to music that was significantly happier, more exciting, more upbeat, and more active than the music selected by the resolved sadness participants. In experiment 2 ( N = 79), we employed a ‘mood-freeze’ procedure to investigate whether participants in the unresolved sadness condition were motivated to select happy music in order to cope with their unresolved sad events. Specifically, we tested whether these individuals would still be motivated to select happy music if they were led to believe they could not regulate their feelings of sadness. As predicted, participants whose sadness was ostensibly frozen (unresolved/mo...","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":3460,"name":"Music Psychology","url":"https://www.academia.edu/Documents/in/Music_Psychology"},{"id":45293,"name":"Mood","url":"https://www.academia.edu/Documents/in/Mood"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":247130,"name":"Sadness","url":"https://www.academia.edu/Documents/in/Sadness"}],"urls":[{"id":32649977,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0305735612446537"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098869"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098869/The_Vocabularies_of_Academia"><img alt="Research paper thumbnail of The Vocabularies of Academia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098869/The_Vocabularies_of_Academia">The Vocabularies of Academia</a></div><div class="wp-workCard_item"><span>Psychological Science</span><span>, 1994</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098869"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098869"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098869; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098869]").text(description); $(".js-view-count[data-work-id=104098869]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098869; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098869']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098869, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=104098869]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098869,"title":"The Vocabularies of Academia","translated_title":"","metadata":{"abstract":"It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":1994,"errors":{}},"publication_name":"Psychological Science"},"translated_abstract":"It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...","internal_url":"https://www.academia.edu/104098869/The_Vocabularies_of_Academia","translated_internal_url":"","created_at":"2023-06-30T16:29:19.202-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Vocabularies_of_Academia","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been demonstrated that humanists are far more likely to use filled pauses (“uh,” “ah,” or “um”) during their lectures than are social or natural scientists This finding has been interpreted in terms of the hypothesis that filled pauses indicate time out while the speaker searches for the next word or phrase Based on the assumption that the more options at a choice point, the more likely a speaker will say “uh,” it is hypothesized that the humanities are characterized by richer vocabularies (i e, more synonyms) than are the sciences An analysis of the number of different words used in lectures and in professional publications indicates that this is indeed the case Scientists consistently use fewer different words than do humanists Further, the number of different words correlates positively with the frequency of saying “uh” during lectures These findings are not restricted to academics, for in newspaper accounts, journalists use fewer different words in stories about science t...","owner":{"id":266904361,"first_name":"Frances","middle_initials":null,"last_name":"Rauscher","page_name":"FrancesRauscher","domain_name":"independent","created_at":"2023-04-23T15:13:00.478-07:00","display_name":"Frances Rauscher","url":"https://independent.academia.edu/FrancesRauscher"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17440,"name":"Humanism","url":"https://www.academia.edu/Documents/in/Humanism"},{"id":87626,"name":"Psychological","url":"https://www.academia.edu/Documents/in/Psychological"},{"id":131567,"name":"Newspaper","url":"https://www.academia.edu/Documents/in/Newspaper"},{"id":157485,"name":"The Arts","url":"https://www.academia.edu/Documents/in/The_Arts"},{"id":743604,"name":"Psychological Science","url":"https://www.academia.edu/Documents/in/Psychological_Science"},{"id":1029951,"name":"Phrase","url":"https://www.academia.edu/Documents/in/Phrase"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098868"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098868/Key_Components_of_the_Mozart_Effect"><img alt="Research paper thumbnail of Key Components of the Mozart Effect" class="work-thumbnail" src="https://attachments.academia-assets.com/103916229/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098868/Key_Components_of_the_Mozart_Effect">Key Components of the Mozart Effect</a></div><div class="wp-workCard_item"><span>Perceptual and Motor Skills</span><span>, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The results of studies intended to replicate the enhancement of spatial-temporal reasoning follow...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The results of studies intended to replicate the enhancement of spatial-temporal reasoning following exposure to 10 min. of Mozart&#39;s Sonata for Two Pianos in D Major (K.448) have been varied. While some studies have replicated the effect, others have not. We suggest that researchers&#39; diverse choice of dependent measures may account for these varied results. This paper provides a neurophysiological context for the enhancement and considers theoretical and experimental factors, including the choice of dependent measures, the presentation order of the conditions, the selection of the musical composition, and the inclusion of a distractor task, that may contribute to the various findings. More work is needed before practical applications can be derived.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8c0ad54aadf6f4e745af2be477e7ed40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916229,"asset_id":104098868,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916229/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098868]").text(description); $(".js-view-count[data-work-id=104098868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098868, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8c0ad54aadf6f4e745af2be477e7ed40" } } $('.js-work-strip[data-work-id=104098868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098868,"title":"Key Components of the Mozart Effect","translated_title":"","metadata":{"abstract":"The results of studies intended to replicate the enhancement of spatial-temporal reasoning following exposure to 10 min. of Mozart\u0026#39;s Sonata for Two Pianos in D Major (K.448) have been varied. 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Here we present results from an experiment which replicates these findings, and shows that (i) â€˜repetitiveâ€™ music does not enhance reasoning; (ii) a taped short story does not enhance reasoning; and (iii) short-term memory is not enhanced. We propose experiments designed to explore the neurophysiological bases of this causal enhancement of spatial-temporal reasoning by music, and begin to search for quantitative measures of further higher ognitive effects of music. a a Purchase Export Previous Previous article Next Next article Check if you have access through your login credentials or your institution.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae4a74017afea74c8e9d15f18e3a938a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103916227,"asset_id":104098867,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103916227/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104098867"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104098867"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104098867; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104098867]").text(description); $(".js-view-count[data-work-id=104098867]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104098867; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104098867']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104098867, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae4a74017afea74c8e9d15f18e3a938a" } } $('.js-work-strip[data-work-id=104098867]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104098867,"title":"Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis","translated_title":"","metadata":{"publisher":"Elsevier BV","grobid_abstract":"Motivated by predictions of a structured neuronal model of the cortex, we performed a behavioral experiment which showed that listening to a Mozart piano sonata produced significant short-term enhancement of spatial-temporal reasoning in college students. 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We propose experiments designed to explore the neurophysiological bases of this causal enhancement of spatial-temporal reasoning by music, and begin to search for quantitative measures of further higher ognitive effects of music. a a Purchase Export Previous Previous article Next Next article Check if you have access through your login credentials or your institution.","publication_date":{"day":null,"month":null,"year":1995,"errors":{}},"publication_name":"Neuroscience Letters","grobid_abstract_attachment_id":103916227},"translated_abstract":null,"internal_url":"https://www.academia.edu/104098867/Listening_to_Mozart_enhances_spatial_temporal_reasoning_towards_a_neurophysiological_basis","translated_internal_url":"","created_at":"2023-06-30T16:29:18.815-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":266904361,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":103916227,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103916227/thumbnails/1.jpg","file_name":"04-31-50.pdf","download_url":"https://www.academia.edu/attachments/103916227/download_file?st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&st=MTczNDQ5OTgxMyw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Listening_to_Mozart_enhances_spatial_tem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103916227/04-31-50.pdf?1688167819=\u0026response-content-disposition=attachment%3B+filename%3DListening_to_Mozart_enhances_spatial_tem.pdf\u0026Expires=1734503413\u0026Signature=BQgcL-hJBVsrvF05CSnMYavRbaSyDfyhCOSTAJDWKh8aeVl7FzSrSBIcdc71KbKpc01e3HQbfvfNT0Id8qljxCnzYg9-oHgTdCGKtqqNmJf-rrBfsQ6gyYJ1TEtOdlT8ck3WZqUZm4fXQP3h48dDgRG~WVWj4Fh87NJNtVL4v2XVAXz9BR~25u5yXrfRiO9cfESA4AzHKDZXK~lAEezrhddPs3ZotH3FRwMwOLN3oKespOT4pYE1rDOCtQzB1I55u~wl8-jYyFbFNACg9r7AalJ8dWBGjUGG9ug7JhC0HE4g7ZdYOmwDAc8qPDT3azoqCczEQnmNnjIlZ-QBEonbSg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Listening_to_Mozart_enhances_spatial_temporal_reasoning_towards_a_neurophysiological_basis","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"Motivated by predictions of a structured neuronal model of the cortex, we performed a behavioral experiment which showed that listening to a Mozart piano sonata produced significant short-term enhancement of spatial-temporal reasoning in college students. Here we present results from an experiment which replicates these findings, and shows that (i) â€˜repetitiveâ€™ music does not enhance reasoning; (ii) a taped short story does not enhance reasoning; and (iii) short-term memory is not enhanced. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104098866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104098866/The_Mozart_Effect_in_Rats_Response_to_Steele"><img alt="Research paper thumbnail of The Mozart Effect in Rats: Response to Steele" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104098866/The_Mozart_Effect_in_Rats_Response_to_Steele">The Mozart Effect in Rats: Response to Steele</a></div><div class="wp-workCard_item"><span>Music Perception</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Steele (2003) raised several concerns regarding Rauscher, Robinson, and Jens’ (1998) study that found improved maze running following early music exposure in rats. Steele’s primary criticisms were that the rats in the Rauscher et al. study were only able to hear 31% of the notes and that a selection bias resulting in preexisting differences between groups could account for the disparity in their performance. Here we provide evidence that the rats heard a substantially higher percentage of notes than Steele reported and that there were no preexisting differences between groups. 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