Schellenberg, E;
Hallam, S;
(2006)
Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect.
Annals of the New York Academy of Sciences
, 1060
pp. 202-209.
Preview |
PDF (SchellenbergHallam2006Music202.pdf)
SchellenbergHallam2006Music202.pdf - Other Download (308kB) | Preview |
Abstract
The spatial abilities of a large sample of 10- and 11-year-olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener.
| Type: | Article |
|---|---|
| Title: | Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | The definitive version is available at www3.interscience.wiley.com |
| Keywords: | music and cognition, the Mozart effect, arousal and cognition, mood and cognition |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1507375 |
Archive Staff Only
 |
View Item |
