Listening to Mozartās music can improve the personsā intellectual abilities, increase IQ, and improve individualsā learning and creativity significantly. This controversial claim is actively developed and supported by Don Campbell in his work The Mozart Effect. In this book, the author develops the specific theory according to which those persons who listen to Mozartās music demonstrate significant increases in IQ and creativity in comparison with those individuals who do not pay attention to listening to Mozartās works and choose the other music genres to enjoy.
Campbellās theory became widely known as the āMozart effectā which supports the idea that the process of listening to Mozartās music increases the personās mental function and intellectual abilities greatly (Campbell 24). On the one hand, Campbell describes the Mozart effect while referring to many researches in the field of cognition and mental development. On the other hand, Campbellās statements about the significant role of particular Mozartās works for the personās intellectual development are not supported with the further researches concentrated on the concrete idea of the Mozart effect.
Thus, the research shows that the Mozart effect theory is based on the false interpretation of the previous studies and on irrelevant assumptions, and it should not be discussed from the perspective of the specific role of Mozartās music for increasing personsā intellectual abilities because there are no credible evidences to support this claim.
In his book, Campbell builds the argument to support the idea that listening to Mozartās music can improve peopleās intellect and creativity with references to the findings of Rauscher, Shaw, and Kyās study. In 1993, the researchers published their results on the Mozart musicās effect on the personsā spatial reasoning. The findings attracted the attention of many researchers in the field because Rauscher, Shaw, and Ky found that persons could cope with the abstract spatial reasoning tests more effectively while listening to Mozartās music.
The authors of the article also compared the results of the listeners with the results of the persons who conducted tests in relation to different listening conditions (Rauscher, Shaw, and Ky 611). Campbell used Rauscher, Shaw, and Kyās findings as the support to develop his Mozart effect theory. However, the author of the theory misinterpreted the researchersā results because he chose to generalize the findings and apply them to the discussion of the overall increase in personsā intellectual abilities as a result of listening to Mozartās music (Campbell 58).
Thus, Campbellās conclusions cannot be discussed as supported with Rauscher, Shaw, and Kyās findings because the researchers noted only temporary effect of listening to Mozartās music on the personsā spatial reasoning, and they did not provide any generalized conclusions about the effect of Mozartās music on the personsā IQ and mental development (Rauscher, Shaw, and Ky 611). From this point, Campbell not only misinterpreted the facts, but he also generalized the findings without supporting them with factual evidences.
Campbell draws the audienceās attention to the fact that the process of listening to Mozartās music has significant effects on peopleās mental development, creativity, memory, and learning abilities as well as on increases in IQ. Moreover, listening to concrete Mozartās works, people can also overcome depression, fears, psychological disorders, and contribute to recovery while speaking about mental disorders (Campbell 26-34). Nevertheless, the problem is in the fact that all the mentioned statements and conclusions about the positive impact of Mozartās music on the peopleās intellectual abilities and mental health depend only on irrelevant generalizations which are not supported with the further researches in the field.
Thus, McKelvie and Low focused on checking the results associated with Rauscher, Shaw, and Kyās findings. The authors found that the process of listening to Mozart did not have any impact on the childrenās spatial reasoning. The changes in the childrenās spatial ability were insignificant to speak about any improvements related to the childrenās IQ or memory (McKelvie and Low 241). Thus, Campbellās generalizations associated with the role of Mozartās music to improve the intellectual capacity can be discussed as rather unreasonable. In addition, there are controversies associated with discussing the role of Mozartās music in comparison with the works of the other famous composers.
Campbellās argument is discussed widely because of the authorās focus on the specific role of Mozartās music for the learning and mental development while distinguishing between Mozart and other composersā works. As a result, the Mozart effect is considered as the particular phenomenon in the context of studying the general role of the classical music for the personsā mental development (Campbell 56). However, the research shows that the focus on the particular effects of Mozartās music on personsā IQ and learning is not supported with adequate evidences.
That is why, the Mozart effect cannot be considered as the unique phenomenon. In spite of the fact that Wilson and Brown supported the idea of the positive effect of Mozartās music on the peopleās spatial ability, the authors state that such an effect is expected as a result of listening to any form of the classical music (Wilson and Brown 365). Furthermore, Schellenberg and Hallam provided many evidences to speak about the positive effect of listening to all the forms of the classical music, without references to the specific composers. The authors present the arguments to state that the positive effect depends not on the genre of the music work, but on the factor of childrenās reaction to the music.
Thus, if children enjoy the music they listen to, this process contributes to increasing their moods and, as a result, intellectual and cognitive abilities (Schellenberg and Hallam 203). From this perspective, the appropriateness of Campbellās focus on the important role of Mozartās music was not explained with references to the conducted researches.
The most provocative part of Campbellās argument is the role of Mozartās music for coping with different types of psychological disorders because the author determines the important role of Mozartās works while ignoring the other popular debates in the field. Schellenberg and Hallam state that the positive effect on peopleās mental and physical health is expected with the focus on discussing the arousal and mood hypothesis.
The researchers state that āthe type of music needed to generate cognitive benefits depends on the particular listenerā, and this music can contribute to improving the personās health state significantly (Schellenberg and Hallam 207). Schellenberg and Hallam illustrate their arguments with the following example: when patients choose a specific piece of music to listen to āwhile undergoing minor surgery, the pain they experience is less than that of patients who listen to white noise or the background sounds of the operating room, and their pain-medication requirements are reducedā (Schellenberg and Hallam 208).
The similar effects are observed while focusing on the role of music for stimulating the mental processes and increasing the personsā mood. It is important to note that Schellenberg and Hallam do not focus on the particular effect of Mozartās music, and this fact supports the idea that any classical music can have similar positive effects on people and their moods and behaviors. As a result, Campbellās argument can be discussed as based on a range of false assumptions and statements which are not supported with facts, credible conclusions, and practical findings.
Don Campbellās theory known as the Mozart effect is rather provocative and controversial because of being based on many false assumptions and biases. This theory is also not supported with the credible arguments and evidences. From this point, Campbell fails to provide the facts to speak about the unique role of Mozartās music for increasing peopleās IQ and improving mental development.
The author misinterprets the important findings in the field, and he is inclined to make general conclusions which are not supported with the real facts. Campbell also concentrates on discussing the important role of Mozartās music while ignoring the evidences associated with the role of the other musical pieces to improve the individualsā mood and mental abilities. From this point, the Mozart effect can be discussed as the controversial phenomenon in contrast to the supported fact that any music which contributes to peopleās arousal and positive mood improves peopleās mental processes because of providing the positive stimulation. Thus, the positive effect is based on the listenerās attitude to the music instead of focusing on its genre.
Works Cited
Campbell, Don. The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit. USA: HarperCollins, 2009. Print.
McKelvie, Pippa, and Jason Low. āListening to Mozart Does not Improve Children’s Spatial Ability: Final Curtains for the Mozart Effectā. British Journal of Developmental Psychology 20.2 (2002): 241ā258. Print.
Rauscher, Frances, Gordon Shaw, and Catherine Ky. āMusic and Spatial Task Performanceā. Nature 365.6447 (1993): 611-615. Print.
Schellenberg, Glenn, and Susan Hallam. āMusic Listening and Cognitive Abilities in 10 and 11 Year Olds: The Blur Effectā. Annals of the New York Academy of Sciences 1060 (2005): 202-209. Print.
Wilson, Thomas, and Tina Brown. āReexamination of the Effect of Mozart’s Music on Spatial-Task Performanceā. The Journal of Psychology 131.4 (1997): 365-370. Print.