Effect of Music on Spatial Performance: A Test of Generality

Rideout, Bruce E.; Dougherty, Shannon; Wernert, Lisa

doi:10.2466/pms.1998.86.2.512

Cited by 70 publications

(71 citation statements)

References 8 publications

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“…The results here also add to the list of oonconfirmations of Rauscher, et al (1993Rauscher, et al ( , 1995. Rauscher and Shaw (1998) cite the work of Rideout and colleagues (Rideout, Dougherty, & Wernert, 1998;Rideout & Laubach, 1996;Rideout & Taylor, 1997) as producing the Mozart effect. Steele, et al (1997), however, has pointed out a procedural problem common to all the Rideout studies.…”

Section: Discussionmentioning

confidence: 99%

“…The recent study by Rideout, et al (1998) The results of Nantais (1997) and Wilson and Brown (1997) illustrate another design issue related to the lack of objective rules for classification of specific selections. Nantais reported that listening to music either by Mozart or by Schubert produced an increase in performance relative to a control condition of silence; however, the advantage of listening to Mozart disappeared when the control condition was a narrated story.…”

Section: Discussionmentioning

confidence: 99%

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Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

1999

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Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart EffectKenneth M. Steele, Joshua D. Brown, and Jaimily A. Stoecker ABSTRACTThe Mozart effect is an increase in spatial reasoning scores detected immediately after listening to the first movement of a Mozart piano sonata. Rauscher and Shaw (1998) suggested that failure to produce a Mozart effect could arise from carryover effects of a spatial reasoning pretest which may interfere with the effect of listening to Mozart. They cited an unpublished study in which a verbal distractor was inserted between the pretest and listening condition, and the manipulation produced the recovery of a Mozart effect. This experiment attempted to confirm the unpublished study. 206 college students were exposed to one of three sequences, pretest-Verbal distractor material-Mozart, pretest-Mozart-Verbal distractor material, and pretestVerbal distractor material. An immediate posttest indicated no significant difference on solution of paper folding and cutting items among the three groups. The results do not support Rauscher and Shaw (1998). Our negative results are consistent with prior failures in other laboratories to produce a Mozart effect.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

1999

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“…They found that 36 college students who listened to 10 minutes of Mozart's Sonata for Two Pianos in D Major, K448, scored 8-9 points higher in a subsequent spatial ability IQ test, compared to when they listened to a relaxation tape or to no audio stimulus at all. The results have been heavily discussed in the literature and other researchers have tried to replicate the results, some with success (Rideout and Dougherty 1998) and others not (McKelvie and Low 2002). The current view is that such effects of music on spatial-temporal processing are related to temporary changes in mood and arousal levels that arise from music listening (Husain, Thompson, and Schellenberg 2002;Thompson, Schellenberg, and Husain 2001).…”

Section: Literature Reviewmentioning

confidence: 87%

An investigation of the role of background music in IVWs for learning

Richards¹,

Fassbender²,

Bilgin³

et al. 2008

ALT-J

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Empirical evidence is needed to corroborate the intuitions of gamers and game developers in understanding the benefits of Immersive Virtual Worlds (IVWs) as a learning environment and the role that music plays within these environments. We report an investigation to determine if background music of the genre typically found in computer-based role-playing games has an effect on learning in a computer-animated history lesson about the Macquarie Lighthouse within an IVW. In Experiment 1, music stimuli were created from four different computer game soundtracks. Seventy-two undergraduate students watched the presentation and completed a survey including biographical details, questions on the historical material presented and questions relating to their perceived level of immersion. While the tempo and pitch of the music was unrelated to learning, music conditions resulted in a higher number of accurately remembered facts than the no music condition. One soundtrack showed a statistically significant improvement in memorisation of facts over other music conditions. Also an interaction between the levels of perceived immersion and ability to accurately remember facts was observed. Experiment 2, involving 48 undergraduate students, further investigated the effect of music, sense of immersion and how different display systems affect memory for facts.

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“…Controversy has emerged over the existence of the effect (3,8,16,18). In a series of studies, Rideout and colleagues (12,13,14) obtained results consistent with an effect. Rideout (11) criticized the suggestion by Steele and colleagues (15,17) that these results may be due to a procedure that confounded mood or arousal differences between listening conditions.…”

mentioning

confidence: 81%

“…Steele and colleagues (16,18) included silence as a neutral condition, measured subjects' mood, and obtained results that indicated both the Mozart and relaxation conditions produced significant arousal changes in the directions suggested by the literature. In contrast, Rideout's studies (12,13,14) have not employed a neural arousal condition nor measured mood.…”

mentioning

confidence: 98%

Arousal and Mood Factors in the 'Mozart Effect'

Steele

2000

PMS

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Some investigators of the "Mozart effect" have not controlled for the influence of differences in arousal or mood induced by treatment conditions. Studies by Rideout and colleagues reported differences in spatial reasoning after listening to a Mozart sonata compared against a relaxation instruction tape. The conditions may have affected subjects' arousal differentially, with the sonata increasing arousal and the relaxation instructions decreasing arousal, which could have affected spatial reasoning performance. Evidence is cited in support of this suggestion and indicates the importance of analyzing the influence of arousal differences in Mozart effect research.

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Effect of Music on Spatial Performance: A Test of Generality

Cited by 70 publications

References 8 publications

Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

Failure to Confirm the Rauscher and Shaw Description of Recovery of the Mozart Effect

An investigation of the role of background music in IVWs for learning

Arousal and Mood Factors in the 'Mozart Effect'

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