Jausovec Norbert, Jausovec Ksenija, Gerlic Ivan
Department of Education, Univerza v Mariboru, Pedagoska fakulteta, Koroska 160, 2000 Maribor, Slovenia.
Clin Neurophysiol. 2006 Dec;117(12):2703-14. doi: 10.1016/j.clinph.2006.08.010. Epub 2006 Oct 6.
The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test priming explanation of the Mozart effect.
In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one--CG who prior to and after training relaxed, and three experimental groups: MM--who prior to and after training listened to music; MS--who prior to training listened to music and subsequently relaxed; and SM--who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM--who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn).
In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more alpha band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 alpha and gamma band synchronization than did the respondents of the BM group.
Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks.
The results support priming explanation of the Mozart effect.
本研究调查了莫扎特音乐在学习过程中对大脑活动的影响。第二个目的是检验莫扎特效应的启动解释。
在实验1中，个体首先接受如何解决空间旋转任务的训练，然后解决类似任务。56名学生被分为4组：一个对照组——CG组，在训练前后均放松；三个实验组：MM组——在训练前后听音乐；MS组——在训练前听音乐，随后放松；以及SM组——在训练前放松，之后听音乐。使用的音乐是莫扎特奏鸣曲（K. 448）的第一乐章。在实验2中，36名受试者被分为三组：CG组、MM组（与实验1中的程序相同）和BM组——在训练前后听勃拉姆斯的《匈牙利舞曲第5号》。在两个实验中，使用事件相关去同步化/同步化（ERD/ERS）和近似熵（ApEn）方法分析解决问题过程中收集的脑电图数据。
在第一个实验中，MM组、MS组和SM组的受试者比CG组的受试者表现出更好的任务执行能力。MM组的个体比其他三组的受试者表现出更不复杂的脑电图模式和更多的α波段同步。在实验2中，听莫扎特音乐的个体比CG组和BM组的受试者表现出更好的任务执行能力。他们比BM组的受试者表现出更不复杂的脑电图模式和更多的低频α和γ波段同步。
莫扎特的音乐通过激活与任务相关的脑区，增强了时空旋转任务的学习。
结果支持莫扎特效应的启动解释。
