Steele K M, Brown J D, Stoecker J A
Department of Psychology, Appalachian State University, Boone, NC 28608, USA.
Percept Mot Skills. 1999 Jun;88(3 Pt 1):843-8. doi: 10.2466/pms.1999.88.3.843.
The 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 They cited an unpublished study in which a verbal distractor was inserted between the pretest and listening condition, and the manipulation produced the recovery of a Mozart effect. This experiment attempted to confirm the unpublished study. 206 college students were exposed to one of three sequences, pretest-Verbal distractor material-Mozart, pretest-Mozart-Verbal distractor material, and pretest-Verbal 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.
莫扎特效应是指在听完莫扎特钢琴奏鸣曲的第一乐章后，即刻测得的空间推理分数有所提高。劳舍尔和肖（1998年）认为，未能产生莫扎特效应可能是由于空间推理预测试的遗留效应，这可能会干扰聆听莫扎特音乐的效果。他们引用了一项未发表的研究，在该研究中，在预测试和聆听环节之间插入了言语干扰物，这种操作使莫扎特效应得以恢复。本实验试图证实这项未发表的研究。206名大学生被随机分配到三个序列之一：预测试—言语干扰材料—莫扎特、预测试—莫扎特—言语干扰材料、预测试—言语干扰材料。即刻后的测试表明，三组在纸折叠和裁剪项目的解决上没有显著差异。研究结果不支持劳舍尔和肖（1998年）的观点。我们的负面结果与其他实验室之前未能产生莫扎特效应的情况一致。
