Mozart Effect: Exploring the Relationship Between Classical Music and Improvement in the Spatial-Temporal Cognitive Abilities of Elementary School Children

Author

Michael J. Ader, Lynn University

Date of Award

2008

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Education

Department

College of Education

First Advisor

Adam Kosnitzky

Second Advisor

Ann Crawford

Third Advisor

Ernie Vendrell

Abstract

The purpose of this study was to learn if classical music stimuli can be used to enhance the thinking abilities of children as measured by a cognitive testing instrument. A comparison of classical music exposure and student achievement was conducted to specifically ascertain if music of varying types had an effect on measurable intelligences (especially spatial-temporal intelligence), as measured by the Naglieri Nonverbal Ability Test (NNAT). An exploration of the theoretical and empirical literature regarding the improvement of cognitive abilities of elementary school aged children was examined to identify if exposure to arts education produced measurable gains which could facilitate academic success. In addition, this study identified contemporary research trends, gaps in the current literature, and areas for future scholarly inquiry.

Recommended Citation

Ader, M. J. (2008). Mozart Effect: Exploring the Relationship Between Classical Music and Improvement in the Spatial-Temporal Cognitive Abilities of Elementary School Children [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/76