Universidad Tecnolgica de

_____________Nezahualcoyotl
Teacher VIII
Presented By:
Zoe Salinas
Roberto Sanchez
Lourdes Reyes
Claudia Paz

THE MOZART EFFECT

Society has often hoped for a quick and simple way of increasing
intelligence. In 1993, such a possibility was offered by researchers at the
University of California, Irvine.
Rauscher, Shaw, and Ky (1993) found that a group of 36 college
undergraduates improved their spatial-temporal intelligence (the ability to
mentally manipulate objects in three-dimensional space) after listening to
10 minutes of a Mozart sonata.
Results showed that student' IQ scores improved by 8-9 points and lasted
for 10-15 minutes. The findings, which were later dubbed the Mozart
effect, have spawned both criticism and support for music's ability to alter
intelligence.
The meaning of the Mozarts Effect can mean any number of things but
the basic definition is: A set of research results that indicate that listening
to Mozart's music may induce a short-term improvement on the
performance of certain kinds of mental tasks known as "spatial-temporal
reasoning (Hughes).

One has to think about how Mozarts music influences the brain. There are
a number of questions that need to be answered. For instance, what are
the effects of Mozarts music on children and babies, and secondly what
are the moods of listening to Mozarts music.

The Mozart effect is said to make people smarter but they shouldnt
believe that only listening to Mozart will make them smarter.
Effects of Mozart on Children and Babies
The Mozart Effect based off the readings and theories it only has a lasting
effect on babies. For the first experiment conducted by Dr. Raucher in
1998 he placed three groups of children in three different rooms.
He placed children in the first room and played Mozarts music. The song
he used was Wolfgang Mozarts Sonata.
Group 2 were placed in a room listing to rock music. The last groups were
placed in a silent room.
All children were given the same test, but the children who were listing to
any music performed better than the children who were placed in the
silent room (Anderson). The children who listen to music found the tasks
to be easy according to Dr. Raucher. He used the word stimulus when
talking about the children results in the study.
A word used to show the growth of the children who listened to music was
stimulus (The British Journal of Psychology pg.609). Stimulus means an
agent that directly influences the activity of a living organism (Webster
online Dictionary).

That makes one think that if a child listens to any type of music other than
Mozart it will have the same effect. False studies show that music that
plays sixty beats a min or less is what stimulates the mind (Mind on Music
103).
Music any faster only makes the mind think rapidly. Music like rap wont
stimulate the mind; it will only make the mind think faster which is
something apparently one doesnt want to happen.
A study shows that listening to Mozart slows the brain so that information
can be drawn better. This is only for children aging from new born to ten
years old.
When this study was conducted on unborn babies, it showed that it didnt
make them smarter only calm them while in the womb. The music only
can affect their IQ after they have been born. The tests that were
conducted were mainly timed test.
The effects of the Mozart Effect have been said to only last about 15 min
total or long enough for the child to complete the task at hand. So one has
to think if it only last for 15 min then does it makes one smarter in the
long run? Music is said to change the mood of the people who listen.
Mozart is also said to be mood altering music.
Moods of Listening to Mozart
Another researched topic that has been debated is about the mood that
music put oneself in. This is a topic that has been heavily debated about
by scientist.
The debate is over whether listening to Mozart alters peoples mood. The
other scientists who are non-believers believe that his music has no
influence on emotions.
A doctor by the name of J.S Jenkins states that There is evidence that one
will perform better at abstract reasoning tasks when one is mildly aroused
and in a good mood; if music can be placed on a mildly aroused happy
state of mind which may explain why the Mozart effect works (J.S
Jenkins). To refute this quote, another study was given.
In this test they gave a group of children rubrics cubes and let the listen to
Mozart.

The other group was placed in to a silent room. After this test was
conducted it showed that both groups finished the rubric cubes in equal
time.

Does this prove that they Mozart effect doesnt work? Yes, it does. It
shows that Mozarts music doesnt make children complete tasks quicker.
Those interested in this topic would go with the second study based off
the tasks given.
They also believe that its not the music that alters mood but rather than
the person. They believe if a person is good with a task then it wont take
them that long to complete it.

Those who question Mozart will do the same as others based of the test
shown. The answer to this question is: No, Mozart music did not affect any
individuals in this study of rubrics cubes.
After these studies were analyzed and documented I still needed more
information so a personal study was done.
Long-Term effects of music on the brain
The original experiments on adults exposed to Mozart's music were of
short duration only. In related experiments15, long-term effects of music
were studied in groups of pre-school children aged 3-4 years who were
given keyboard music lessons for six months, during which time they
studied pitch intervals, fingering techniques, sight reading, musical
notation and playing from memory.

At the end of training all the children were able to perform simple
melodies by Beethoven and Mozart. When they did they were then
subjected to spatial-temporal reasoning tests calibrated for age, and their
performance was more than 30% better than that of children of similar
age given either computer lessons for 6 months or no special training (P
<0.001).
The improvement was limited to spatial-temporal reasoning; there was no
effect on spatial recognition. The effect lasted unchanged for 24 hours
after the end of the music lessons but the precise duration of the
enhancement was not further explored.
The longer duration of the effects than in previous reports was attributed
to the length of exposure to music and the greater plasticity of the young
brain. In further experiments of this kind it has been claimed that the
enhancement of spatial-temporal reasoning in children after piano training
has resulted in significantly greater scores in higher mathematics16.
Whats NLP?
NLP stands for Neuro-Linguistic Programming, a name that encompasses
the three most influential components involved in producing human
experience: neurology, language and programming. The neurological
system regulates how our bodies function, language determines how we
interface and communicate with other people and our programming
determines the kinds of models of the world we create. Neuro-Linguistic
Programming describes the fundamental dynamics between mind (neuro)
and language (linguistic) and how their interplay affects our body and
behavior (programming).

The NLP Eye Accessing Cues

The NLP Eye movements indicate how a person is thinking whether they
are imagining a future or past event, internally re-hearing a sound or
making up a sound, talking to themselves, or attending to their feelings.
Why pay attention to the NLP eye movements?
Being able to notice a persons eye direction movements and to
recognise what they mean, as suggested by NLP, provides information
about how they are processing (or thinking in the broadest sense of the
term).

Incidentally the person will rarely be aware of how they are thinking yet it
is available for the sharp-eyed and skilled observer.
So, lets say, you are explaining to a colleague how to do something and
they say they do not understand while looking UP to either the left or the
right (indicating that they may be visualising or trying to visualise). This
could indicate that they need you to demonstrate, rather than verbally
explain, so they will be able to see how to do it.

The kinds of moves

Eyes Up and Left: Non-dominant hemisphere visualization i.e., remembered imagery (Vr).

Eyes Up and Right: Dominant hemisphere visualization - i.e.,

constructed imagery and visual fantasy (Vc).

Eyes Lateral Left: Non-dominant hemisphere auditory

processing - i.e., remembered sounds, words, and "tape loops" (Ar)
and tonal discrimination.

Eyes Lateral Right: Dominant hemisphere auditory processing

- i.e., constructed sounds and words (Ac).

Eyes Down and Left: Internal dialogue, or inner self-talk (Ad).

Eyes Down and Right: Feelings, both tactile and visceral (K).

Eyes Straight Ahead, but Defocused or Dilated: Quick access

of almost any sensory information; but usually visual.
The Lie Detection myth
This differentiation between looking up to the left and up to the right has
given rise to the NLP Lie Detector myth i.e. that you can tell if someone is
lying by how they move their eyes.

This is simply not true and was been refuted by the originators of NLP in
the book Frogs into Princes (1979). They said that for some people their
eyes can indicate whether or not they are lying but that this was not
reliable.
Since the mid 90s we have been passing along this message in our own
NLP courses and providing a more thoughtful, systemic and considered
style of NLP.

Reference:
http://www.nlpu.com/Articles/artic14.htm
http://nlp-now.co.uk/nlp-eye-movement-clues/