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Abstract

Research about the possible positive effects of classical music on learning and recall has been quite extensive in the past few years; this phenomenon is known as the Mozart effect. The present study attempted to evaluate the theory that listening to classical music enhances the learning and subsequent recall of new information. Twenty-four undergraduate students participated in this study. In a between-participants design, all participants were assigned to read a short passage while listening to one of four types of music: classical music at either high or low volume, or electronic music at either high or low volume. Subsequently, participants filled out a questionnaire designed to test their recall for the information in the reading passage. No significant differences in recall were found between groups. However, it is suggested that future studies with more participants and more sophisticated research designs be employed before rejecting the Mozart effect.

Faculty Mentor

Weylin Sternglanz, Ph.D

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