Giannouli V, Tsolaki M, Kargopoulos P
3rd Department of Neurology, University of Thessaloniki, "G. Papanikolaou" General Hospital, Thessaloniki.
Psychiatriki. 2010 Jan;21(1):60-7.
The aim of this paper is to investigate one of the most well-known phenomena in the field of music psychology: the influence of Mozart's music (Mozart effect). Today the Mozart effect is generally related to every kind of short-term or long-term positive influence of music on men and animals. Here it is examined in relation to cognitive tasks and par ticularly in relation to reverse mnemonic recall tasks. Twenty-four volunteers, aged 50-55 participated in all 3 ten-minute conditions of the experiment which were Mozart's Allegro con spirito K.448, Beethoven's Rondo-Allegro opus 61 and ten minutes of silence without any recorded acoustic stimulus. The individuals were randomly separated in six groups. The examination material were three improvised groups of series consisted of one-digit numbers from 2 to 9 digits, which were read in a rate of one digit per second. Results indicated that the majority of the participants did not show any increase in the number of digits that they could recall due to the listening of Mozart's piece. Also, no statistically significant difference was found between the three conditions associated with listening to a morphologically similar excerpt by Beethoven. What was however found was that individuals who strongly preferred the Mozart condition scored better than the others (p=0,005). Finally, it seems that participants who had attended even basic music studies remembered more digits in all three conditions of the experiment than the others who had never studied music before (p=0,000).
莫扎特音乐的影响(莫扎特效应)。如今,莫扎特效应通常与音乐对人类和动物的各种短期或长期积极影响相关。本文将其与认知任务相关联进行研究,特别是与逆向记忆回忆任务相关。24名年龄在50至55岁之间的志愿者参与了实验的所有3个十分钟的环节,分别是莫扎特的《精神抖擞的快板》K.448、贝多芬的《回旋曲 - 快板》作品61以及十分钟无任何录音声学刺激的静音状态。这些个体被随机分成六组。测试材料是三组即兴创作的数字序列,由2到9位的一位数组成,以每秒一位数的速度读出。结果表明,大多数参与者在聆听莫扎特的作品后,能够回忆起的数字数量并未增加。此外,在聆听贝多芬形态相似的选段的三种情况下,未发现统计学上的显著差异。然而,发现强烈偏好莫扎特环节的个体得分高于其他个体(p = 0.005)。最后,似乎即使只接受过基础音乐学习的参与者在实验的所有三种情况下记住的数字都比那些从未学习过音乐的参与者更多(p = 0.000)。