Abstract

Researchers conducted a study based on the theory of the Mozart Effect to determine how well students at Lindenwood University performed on cognitive tasks when certain variables were manipulated. There were a total of twelve different conditions, in which the order of tasks, music, and hypothesis instructions were varied. It was concluded that no significant difference was found between any of the assigned conditions. Further research needs to be performed to determine if other variables would be better predictors of cognitive achievement, instead of the presence of classical music and priming participants with different hypotheses. If the Mozart Effect is to be researched in the same fashion, perhaps it would be beneficial to vary the type of music.

Recommended Citation

Black, Matthew; Carter, Steven; and Rose, Adam (2007) "Classical Recall: Analysis of the “Mozart Effect” On Basic Mental Tasks," Undergraduate Psychology Research Methods Journal: Vol. 1: Iss. 5, Article 4.
Available at: https://digitalcommons.lindenwood.edu/psych_journals/vol1/iss5/4