背景线索的学习缺乏适应性, 这种缺乏表现在两个方面：其一是难以在已习得的场景表征上捆绑一个新目标位置(Re-learning), 也就是场景表征的更新受阻; 其二是在习得一组场景表征后, 难以学习另一组全新场景(New-learning)。研究表明, 在旧场景表征上捆绑一个新目标位置的能力可能与注意范围大小有关, 而学习全新场景则需要重置学习功能。积极情绪可以有效扩大注意范围, 并改善对旧有认知模式的固着, 因此积极情绪启动将有可能提升背景线索学习的适应性。本研究采用效价为中性和积极的情绪性图片来启动对应的情绪, 探索旧场景捆绑新目标位置时和学习全新场景时, 背景线索的学习情况, 验证积极情绪是否可以提高背景线索学习中的适应性。实验发现, 积极情绪无法促进旧场景上捆绑新目标位置的背景线索学习(Re-learning), 但是可以促进全新场景的学习(New-learning)。该结果说明, 积极情绪可以提高被试的场景学习能力进而促进对全新场景的学习, 却无法减少由表征相似性引起的旧表征的自动检索, 进而无法改善旧表征的更新过程。

以初一、初二、高一、高二72名中学生为研究对象,考察不同类型音乐对有无背景音乐偏好被试阅读理解成绩的影响。实验结果表明：（1）不同类型背景音乐对不同年级被试产生了不同的影响。古典乐对4个年级被试的阅读理解均有显著的促进作用;而流行乐对初中生的阅读理解产生了干扰作用,对高中生则没有产生干扰作用。（2）不同类型背景音乐对不同背景音乐偏好被试产生了不同的影响。对有背景音乐偏好被试来讲,古典乐对他们的阅读理解有显著的促进作用,流行乐对他们的阅读理解无显著的干扰作用;对无背景音乐偏好被试来讲,古典乐对他们的阅读理解既无显著的促进作用,也无显著的干扰作用,而流行乐对他们的阅读理解有显著的干扰作用。

音乐情绪识别能力是利用音乐开展情绪调节的基本条件。传统的以五声音阶为基础的具有独特韵味的中国民族音乐反映了中国人独有的情感和价值观念, 在情绪调节和音乐治疗方面具有积极的作用, 是研究音乐情绪识别的有效音乐刺激。本研究采用跨通道情绪启动范式, 通过人际反应指针问卷筛选出高、低共情组被试各36人参加脑电实验, 考察共情能力对中国民族音乐情绪识别的影响。脑电数据显示, 在进行中国民族音乐情绪内隐识别时, 将宫调和羽调音乐作为启动刺激, 诱发了中期的P2、N400以及晚期正成分LPC (Late Positive Component)。低共情组P2和N400成分的波幅大于高共情组, 高共情组LPC成分的波幅大于低共情组。本研究第一次从电生理层面考察了不同共情能力的个体在进行中国民族音乐情绪识别时的神经反应差异。高低共情组在中国民族音乐情绪识别不同阶段的注意投入可能影响了其对音乐刺激的感受, 进而影响音乐情绪识别。

The ‘Mozart effect’ occurs when performance on spatial cognitive tasks improves following exposure to Mozart. It is hypothesized that the Mozart effect arises because listening to complex music activates similar regions of the right cerebral hemisphere as are involved in spatial cognition. A counter-intuitive prediction of this hypothesis (and one that may explain at least some of the null results reported previously) is that Mozart should only improve spatial cognition in non-musicians, who process melodic information exclusively in the right hemisphere, but not in musicians, who process melodic information in both hemispheres. This hypothesis was tested by comparing performance of musicians and non-musicians on a mental rotation task before and after exposure to either Mozart or silence. It was found that performance on the mental rotation task improved only in non-musicians after listening to Mozart. Performance did not improve for non-musicians after exposure to silence, or for musicians after exposure to either Mozart or silence. These results support the hypothesis that the benefits of listening to Mozart arise because of activation of right hemispheric structures involved in spatial cognition.

In order to investigate the neurobiological mechanisms accompanying emotional valence judgements during listening to complex auditory stimuli, cortical direct current (dc)-electroencephalography (EEG) activation patterns were recorded from 16 right-handed students. Students listened to 160 short sequences taken from the repertoires of jazz, rock-pop, classical music and environmental sounds (each n=40). Emotional valence of the perceived stimuli were rated on a 5-step scale after each sequence. Brain activation patterns during listening revealed widespread bilateral fronto-temporal activation, but a highly significant lateralisation effect: positive emotional attributions were accompanied by an increase in left temporal activation, negative by a more bilateral pattern with preponderance of the right fronto-temporal cortex. Female participants demonstrated greater valence-related differences than males. No differences related to the four stimulus categories could be detected, suggesting that the actual auditory brain activation patterns were more determined by their affective emotional valence than by differences in acoustical "fine" structure. The results are consistent with a model of hemispheric specialisation concerning perceived positive or negative emotions proposed by Heilman [Journal of Neuropsychiatry and Clinical Neuroscience 9 (1997) 439].

Recent studies in humans and nonhuman primates have shown that the functional organization of the human sensorimotor cortex changes following sensory stimulation or following the acquisition of motor skills. It is unknown whether functional plasticity in response to the acquisition of new motor skills and the continued performance of complicated bimanual movements for years is associated with structural changes in the organization of the motor cortex. Professional musicians, especially keyboard and string players, are a prototypical group for investigating these changes in the human brain. Using magnetic resonance images, we measured the length of the posterior wall of the precentral gyrus bordering the central sulcus (intrasulcal length of the precentral gyrus, ILPG) in horizontal sections through both hemispheres of right-handed keyboard players and of an age- and handedness-matched control group. Lacking a direct in vivo measurement of the primary motor cortex in humans, we assumed that the ILPG is a measure of the size of the primary motor cortex. Left-right asymmetry in the ILPG was analyzed and compared between both groups. Whereas controls exhibited a pronounced left-larger-than-right asymmetry, keyboard players had more symmetrical ILPG. The most pronounced differences in ILPG between keyboard players and controls were seen in the most dorsal part of the presumed cortical hand representation of both hemispheres. This was especially true in the nondominant right hemispheres. The size of the ILPG was negatively correlated with age of commencement of musical training in keyboard players, supporting our hypothesis that the human motor cortex can exhibit functionally induced and long-lasting structural adaptations.Copyright (c) 1997 Wiley-Liss, Inc.

An animal model of the 'generalized Mozart effect' (GME) - enhanced/normalized higher brain function in response to music exposure - has been established. We extend those results in two studies using another species (mice). Study 1: (1) maze testing after music exposure was extended to a minimum of 6 hours; (2) no exposure to music in utero. Study 2: (1) music exposure time further reduced; (2) maze testing extended to 24 hours.Study 1: two mouse groups were exposed to music continuously for 10 hours per day for 10 weeks (Group I: Mozart's Sonata K.448, Group II: Beethoven's Fur Elise). After 10 weeks, the ability to negotiate a T-maze was assessed (recording working time in maze, number of errors). Maze ability was tested 6 hours following the last music exposure. Study 2: two mouse groups were exposed periodically to music (58% silence) 10 hours per day for 10 weeks. Experiments after 10 weeks examined the groups' abilities to run the maze (recording working time/errors). Experiments were conducted 24 hours following the last music exposure.The Mozart group exhibited significant enhancements compared with the control mice in both studies, i.e. significantly lower working time (p<0.05) and committed fewer errors.Observation of GME in another species supports its generality for the mammalian cortex. The absence of a GME in fMRI studies for the control music also indicates a neurophysiological basis. With extended exposure, GME is a long-term effect, indicating potential clinical importance. It has been demonstrated that GME reduces neuropathological spiking significantly in epileptics. We discuss the relevance of this study for epilepsy treatment.

The potential effect of gender on intellectual abilities remains controversial. The purpose of this research was to analyze gender differences in cognitive test performance among children from continuous age groups. For this purpose, the normative data from 7 domains of the newly developed neuropsychological test battery, the Evaluación Neuropsicológica Infantil [Child Neuropsychological Assessment] (Matute, Rosselli, Ardila, & Ostrosky-Solis, 2007), were analyzed. The sample included 788 monolingual children (350 boys, 438 girls) ages 5 to 16 years from Mexico and Colombia. Gender differences were observed in oral language (language expression and language comprehension), spatial abilities (recognition of pictures seen from different angles), and visual (Object Integration Test) and tactile perceptual tasks, with boys outperforming girls in most cases, except for the tactile tasks. Gender accounted for only a very small percentage of the variance (1%-3%). Gender x Age interactions were observed for the tactile tasks only. It was concluded that gender differences during cognitive development are minimal, appear in only a small number of tests, and account for only a low percentage of the score variance.PsycINFO Database Record (c) 2011 APA, all rights reserved

The perception of basic emotions such as happy/sad seems to be a human invariant and as such detached from musical experience. On the other hand, there is evidence for cultural specificity: recognition of emotional cues is enhanced if the stimuli and the participants stem from the same culture. A cross-cultural study investigated the following research questions: (1) How are six basic universal emotions (happiness, sadness, fear, disgust, anger, surprise) perceivable in music unknown to listeners with different cultural backgrounds?; and (2) Which particular aspects of musical emotions show similarities and differences across cultural boundaries? In a cross-cultural study, 18 musical segments, representing six basic emotions (happiness, sadness, fear, disgust, anger, surprise) were presented to subjects from Western Europe (Germany and Norway) and Asia (South Korea and Indonesia). Results give evidence for a pan-cultural emotional sentience in music. However, there were distinct cultural, emotion and item-specific differences in emotion recognition. The results are qualified by the outcome measurement procedure since emotional category labels are language-based and reinforce cultural diversity.

Auditory oddball responses were recorded from Turkish subjects in a silent environment or superimposed on white noise, or music played with violoncello or a similar music played with ney, a reed flute frequently listened by the Turkish population. P3 amplitudes with ney music in the background were significantly larger than both the white noise and violoncello backgrounds. The topography of the P3 response changed significantly between the ney and silent background conditions, indicating a relatively higher participation of frontal areas during hearing ney. Our results showed that hearing music of a familiar style increases the allocation of attentional resources during memory updating processes which is supposed to determine the P3 amplitude, and therefore showed the effects of cultural environment on the cognitive processes.

Behavioural and neuroimaging studies provide evidence for a possible "sensitive" period in childhood development during which musical training results in long-lasting changes in brain structure and auditory and motor performance. Previous work from our laboratory has shown that adult musicians who begin training before the age of 7 (early-trained; ET) perform better on a visuomotor task than those who begin after the age of 7 (late-trained; LT), even when matched on total years of musical training and experience. Two questions were raised regarding the findings from this experiment. First, would this group performance difference be observed using a more familiar, musically relevant task such as auditory rhythms? Second, would cognitive abilities mediate this difference in task performance? To address these questions, ET and LT musicians, matched on years of musical training, hours of current practice and experience, were tested on an auditory rhythm synchronization task. The task consisted of six woodblock rhythms of varying levels of metrical complexity. In addition, participants were tested on cognitive subtests measuring vocabulary, working memory and pattern recognition. The two groups of musicians differed in their performance of the rhythm task, such that the ET musicians were better at reproducing the temporal structure of the rhythms. There were no group differences on the cognitive measures. Interestingly, across both groups, individual task performance correlated with auditory working memory abilities and years of formal training. These results support the idea of a sensitive period during the early years of childhood for developing sensorimotor synchronization abilities via musical training.

Evidence in animals and humans indicates that there are sensitive periods during development, times when experience or stimulation has a greater influence on behavior and brain structure. Sensitive periods are the result of an interaction between maturational processes and experience-dependent plasticity mechanisms. Previous work from our laboratory has shown that adult musicians who begin training before the age of 7 show enhancements in behavior and white matter structure compared with those who begin later. Plastic changes in white matter and gray matter are hypothesized to co-occur; therefore, the current study investigated possible differences in gray matter structure between early-trained (ET; <7) and late-trained (LT; >7) musicians, matched for years of experience. Gray matter structure was assessed using voxel-wise analysis techniques (optimized voxel-based morphometry, traditional voxel-based morphometry, and deformation-based morphometry) and surface-based measures (cortical thickness, surface area and mean curvature). Deformation-based morphometry analyses identified group differences between ET and LT musicians in right ventral premotor cortex (vPMC), which correlated with performance on an auditory motor synchronization task and with age of onset of musical training. In addition, cortical surface area in vPMC was greater for ET musicians. These results are consistent with evidence that premotor cortex shows greatest maturational change between the ages of 6-9 years and that this region is important for integrating auditory and motor information. We propose that the auditory and motor interactions required by musical practice drive plasticity in vPMC and that this plasticity is greatest when maturation is near its peak.

A key question concerns the extent to which sexual differentiation of human behavior is influenced by sex hormones present during sensitive periods of development (organizational effects), as occurs in other mammalian species. The most important sensitive period has been considered to be prenatal, but there is increasing attention to puberty as another organizational period, with the possibility of decreasing sensitivity to sex hormones across the pubertal transition. In this paper, we review evidence that sex hormones present during the prenatal and pubertal periods produce permanent changes to behavior. There is good evidence that exposure to high levels of androgens during prenatal development results in masculinization of activity and occupational interests, sexual orientation, and some spatial abilities; prenatal androgens have a smaller effect on gender identity, and there is insufficient information about androgen effects on sex-linked behavior problems. There is little good evidence regarding long-lasting behavioral effects of pubertal hormones, but there is some suggestion that they influence gender identity and perhaps some sex-linked forms of psychopathology, and there are many opportunities to study this issue.Copyright © 2011 Elsevier Inc. All rights reserved.

Musically experienced listeners recognize simple melodies better in the right ear than the left, while the reverse is true for naive listeners. Hence, contrary to previous reports, music perception supports the hypothesis that the left hemisphere is dominant for analytic processing and the right hemisphere for holistic processing.

Behavioral studies, motivated by columnar cortical model predictions, have given evidence for music causally enhancing spatial-temporal reasoning. A wide range of behavioral experiments showed that listening to a Mozart Sonata (K.448) gave subsequent enhancements. An EEG coherence study gave evidence for a carryover from that Mozart Sonata listening condition to the subsequent spatial-temporal task in specific cortical regions. Here we present fMRI studies comparing cortical blood flow activation by the Mozart Sonata vs. other music. In addition to expected temporal cortex activation, we report dramatic statistically significant differences in activation by the Mozart Sonata (in comparison to Beethoven's Fur Elise and 1930s piano music) in dorsolateral pre-frontal cortex, occipital cortex and cerebellum, all expected to be important for spatial-temporal reasoning. It would be of great interest to explicitly test this expectation. We propose an fMRI study comparing (subject by subject) brain areas activated in music listening conditions and in spatial-temporal tasks.

There are evidences showing that music can affect cognitive performance by improving our emotional state. The aim of the current study was to analyze whether age-related differences between young and older adults in a Working Memory (WM) Span test in which the stimuli to be recalled have a different valence (i.e., neutral, positive, or negative words), are sensitive to exposure to music. Because some previous studies showed that emotional words can sustain older adults performance in WM, we examined whether listening to music could enhance the benefit of emotional material, with respect to neutral words, on WM performance decreasing the age-related difference between younger and older adults. In particular, the effect of two types of music (Mozart vs. Albinoni), which differ in tempo, arousal and mood induction, on age-related differences in an affective version of the Operation WM Span task was analyzed. Results showed no effect of music on the WM test regardless of the emotional content of the music (Mozart vs. Albinoni). However, a valence effect for the words in the WM task was found with a higher number of negative words recalled with respect to positive and neutral ones in both younger and older adults. When individual differences in terms of accuracy in the processing phase of the Operation Span task were considered, only younger low-performing participants were affected by the type music, with the Albinoni condition that lowered their performance with respect to the Mozart condition. Such a result suggests that individual differences in WM performance, at least when young adults are considered, could be affected by the type of music. Altogether, these findings suggest that complex span tasks, such as WM tasks, along with age-related differences are not sensitive to music effects

Background music refers to any music played while the listener is performing another activity. Most studies on this effect have been conducted on young adults, while little attention has been paid to the presence of this effect in older adults. Hence, this study aimed to address this imbalance by assessing the impact of different types of background music on cognitive tasks tapping declarative memory and processing speed in older adults. Overall, background music tended to improve performance over no music and white noise, but not always in the same manner. The theoretical and practical implications of the empirical findings are discussed.

The preschool years represent a time of expansive mental growth, with the initial expression of many psychological abilities that will continue to be refined into young adulthood. Likewise, brain development during this age is characterized by its "blossoming" nature, showing some of its most dynamic and elaborative anatomical and physiological changes. In this article, we review human brain development during the preschool years, sampling scientific evidence from a variety of sources. First, we cover neurobiological foundations of early postnatal development, explaining some of the primary mechanisms seen at a larger scale within neuroimaging studies. Next, we review evidence from both structural and functional imaging studies, which now accounts for a large portion of our current understanding of typical brain development. Within anatomical imaging, we focus on studies of developing brain morphology and tissue properties, including diffusivity of white matter fiber tracts. We also present new data on changes during the preschool years in cortical area, thickness, and volume. Physiological brain development is then reviewed, touching on influential results from several different functional imaging and recording modalities in the preschool and early school-age years, including positron emission tomography (PET), electroencephalography (EEG) and event-related potentials (ERP), functional magnetic resonance imaging (fMRI), magnetoencephalography (MEG), and near-infrared spectroscopy (NIRS). Here, more space is devoted to explaining some of the key methodological factors that are required for interpretation. We end with a section on multimodal and multidimensional imaging approaches, which we believe will be critical for increasing our understanding of brain development and its relationship to cognitive and behavioral growth in the preschool years and beyond.

Did Beethoven and Mozart have more in common with each other than Clapton and Hendrix? The current research demonstrated the widely reported Mozart Effect as only partly significant. Event-related brain potentials (ERPs) were recorded from 16 professional classical and rock musicians during a standard 2 stimulus visual oddball task, while listening to classical and rock music. During the oddball task participants were required to discriminate between an infrequent target stimulus randomly embedded in a train of repetitive background or standard stimuli. Consistent with previous research, the P3 and N2 ERPs were elicited in response to the infrequent target stimuli. Own genre preference resulted in a reduction in amplitude of the P3 for classical musicians exposed to classical music and rock musicians exposed to rock music. Notably, at the pre-attentive stage of processing (N2) beneficial effects of exposure to classical music were observed for both groups of musicians. These data are discussed in terms of short and long-term music benefits on both conscious and unconscious cognitive processes.

Rauscher, Shaw, and Ky in 1993 found that listening to a Mozart sonata temporarily enhanced performance on the spatial reasoning task from the Stanford-Binet scale. The present study was designed to replicate those results using the Revised Minnesota Paper Form Board Test. 30 women and 21 men were randomly assigned to one of two conditions. In one condition, subjects listened to a Mozart sonata for 10 min., while in the control condition subjects meditated in silence for 10 min. Immediately following these manipulations all subjects worked on the spatial task, the Revised Minnesota Paper Form Board Test, for 10 minutes. After factoring out SAT scores and gender, there was no significant difference in the mean test scores for the two groups. The results are discussed in terms of Gustafsson's 1984 factor analysis of intellectual abilities in which he identified three separate visuospatial factors. The task used here may have had a substantially different factor loading than the dependent variable used by Rauscher and associates.

Interest in the influence of musical training on executive functions (EFs) has been growing in recent years. However, the relationship between musical training and EFs remains unclear. By dividing EFs into inhibitory control, working memory, and cognitive flexibility, this study systematically examined its association with musical training in children, and further verified whether there was a sensitive period for the influence of music training on EFs. In Experiment 1, musically trained and untrained children were asked to complete the Go/No-go, Stroop, Continuous Performance, and Switching tasks. Results showed that musically trained children had an advantage in attention inhibition, response inhibition, and working memory, but not in cognitive flexibility. Moreover, the level of musical training was positively correlated with response inhibition and working memory abilities. In Experiment 2, results showed that early-trained musicians performed better on measures of attention inhibition, response inhibition, and working memory than did the age-matched control group, but late-trained musicians only performed better in attention inhibition. Thus, our findings suggest that music training is associated with enhanced EF abilities and provide the first evidence that early childhood is a sensitive period when musical training has a more powerful effect on the development of EFs.

Sex differences on language and visuospatial tasks are of great interest, with differences in hemispheric laterality hypothesized to exist between males and females. Some functional imaging studies examining sex differences have shown that males are more left lateralized on language tasks and females are more right lateralized on visuospatial tasks; however, findings are inconsistent. Here we used functional magnetic resonance imaging to study thirty participants, matched on task performance, during phonological and visuospatial tasks. For each task, region-of-interest analyses were used to test differences in cerebral laterality. Results indicate that lateralization differences exist, with males more left lateralized during the phonological task and showing greater bilateral activity during the visuospatial task, whereas females showed greater bilateral activity during the phonological task and were more right lateralized during the visuospatial task. Our data provide clear evidence for differences in laterality between males and females when processing language versus visuospatial information.

One possible reason for the continued neglect of statistical power analysis in research in the behavioral sciences is the inaccessibility of or difficulty with the standard material. A convenient, although not comprehensive, presentation of required sample sizes is provided here. Effect-size indexes and conventional values for these are given for operationally defined small, medium, and large effects. The sample sizes necessary for.80 power to detect effects at these levels are tabled for eight standard statistical tests: (a) the difference between independent means, (b) the significance of a product-moment correlation, (c) the difference between independent rs, (d) the sign test, (e) the difference between independent proportions, (f) chi-square tests for goodness of fit and contingency tables, (g) one-way analysis of variance, and (h) the significance of a multiple or multiple partial correlation.

The Mozart Effect refers to claims that listening to Mozart-like music results in a small, short-lived improvement in spatiotemporal performance. Based on predominantly adult research that has shown equivocal findings, there has been speculation that the Mozart effect may have pedagogical benefits for children. The present study aimed to examine the Mozart effect in children and to evaluate two alternative models proposed to account for the effect, namely the trion model and the arousal-mood model. One hundred and thirty-six Grade 5 students (mean age 10.7 years) were exposed to three experimental listening conditions: Mozart piano sonata K. 448, popular music, and silence. Each condition was followed by a spatiotemporal task, and mood and music questionnaires. The results showed no evidence of a Mozart effect. Speculation about applications of the Mozart effect in children needs to be suspended until an effect can be reliably reproduced.

Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous to an internal "number line," can be supplemented by two other circuits. A left angular gyrus area, in connection with other left-hemispheric perisylvian areas, supports the manipulation of numbers in verbal form. Finally, a bilateral posterior superior parietal system supports attentional orientation on the mental number line, just like on any other spatial dimension.

THE PURPOSE OF THIS STUDY WAS TO TEST THE cross-cultural musical understanding of trained and untrained listeners from two distinct musical cultures by exploring the influence of enculturation on musical memory performance. Trained and untrained participants (N = 150) from the United States and Turkey listened to a series of novel musical excerpts from both familiar and unfamiliar cultures and then completed a recognition memory task for each set of examples. All participants were significantly better at remembering novel music from their native culture and there were no performance differences based on musical expertise. In addition, Turkish participants were better at remembering Western music, a familiar but nonnative musical culture, than Chinese music. The results suggest that our cognitive schemata for musical information are culturally derived and that enculturation influences musical memory at a structural level.

We examined stimulus and sex differences in reaction time (RT) and event-related potentials (ERPs) during mental rotation of letters and abstract designs (PMA figures). RTs replicated stimulus and angle effects found in previous studies, but no sex differences were found for either set of stimuli. ERP latency data showed women began stimulus evaluation earlier, and PMA rotations began later over smaller angles, whereas letter rotations began later over larger angles. ERP amplitude data replicated hemisphere, electrode, and angle effects found in earlier studies. Amplitude measures also showed greater involvement of anterior cortical areas for evaluation of letter figures and posterior right temporal lobe for PMA figures, and greater positivity of women's waveforms than men's over late evaluation and early rotation components.

This article examines how consumers' preferences are affected by the interplay between their level of arousal and the valence of their current affective state. Building on prior research examining the regulation of mood valence, the authors propose that consumers are also motivated to manage their level of arousal. It is predicted that this motivation systematically affects consumers' product preferences such that consumers in a pleasant mood will tend to choose products that are congruent with their current level of arousal, while those in an unpleasant mood will tend to choose products that are incongruent with their current level of arousal. The results of three consequential choice studies—that use scent and music to vary consumers' moods—provide strong support for the hypotheses. The article concludes with a discussion of the theoretical implications of the results.

Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hyperactivity disorder. The study controlled for nonverbal intelligence, age, gender, working memory, and receptive vocabulary, and results showed that background music had a negative effect on poetry reading performance. Specifically, students had similar performance in easy poetry reading with background music but performed better in difficult poetry reading with unfamiliar music and slower melody. The effect size of unfamiliar background music was larger than that of melody tempo. This study provided literature on the effect of background music on surface decoding in poetry reading and suggested that the appropriate approach for readers who are in the learning to read stage should be to refrain from listening to music while reading.

A meta-analysis examined emotion recognition within and across cultures. Emotions were universally recognized at better-than-chance levels. Accuracy was higher when emotions were both expressed and recognized by members of the same national, ethnic, or regional group, suggesting an in-group advantage. This advantage was smaller for cultural groups with greater exposure to one another, measured in terms of living in the same nation, physical proximity, and telephone communication. Majority group members were poorer at judging minority group members than the reverse. Cross-cultural accuracy was lower in studies that used a balanced research design, and higher in studies that used imitation rather than posed or spontaneous emotional expressions. Attributes of study design appeared not to moderate the size of the in-group advantage.

Listening to music can affect cognitive abilities and may impact creative cognition. This effect is believed to be caused by music’s impact on arousal and mood. However, this causal relationship has been understudied. Furthermore, the strength of semantic knowledge associations has also been linked to creativity and provides an alternative hypothesis for increases in creative cognition. The relationship between music, mood, semantic knowledge, and creative cognition is not well understood. The present study consisted of two experiments. The first examined the relationship between music listening and creative cognition, the second additionally sought to examine whether the effect of music on semantic memory and/or mood are mechanisms that promote creative cognition. In the first experiment, participants completed 15 items of the Remote Associates Test of Creativity after listening to hip-hop music, classical music, and babble. In addition to replicating the first experiment, the second also measured mood and semantic memory. In both experiments participants displayed greater creativity after listening to music. Semantic memory retrieval was enhanced after listening to music, but creative cognition and semantic memory were not significantly correlated with mood. The findings show parallel, positive effects on creative cognition, semantic retrieval, and mood when subjects listen to music.

Several studies have investigated how to improve episodic memory performance by manipulating the factors that are crucial for successful encoding. There is an ongoing debate about whether a complex stimulus such as music can improve memory, and in particular memory for words, rather than interfere with correct encoding of information. Therefore, the present study aims to investigate whether verbal episodic memory can be improved by background context of instrumental music. Twenty young adults were asked to memorize different lists of words presented against a background of music, environmental sounds or silence. Their episodic memory performance was then tested in terms of item and source memory scores. Results revealed better memory performance under the music condition than with environmental sounds or silence in the retrieval of the context (i.e. source) of the encoded material. These findings, contrasting with studies showing an interfering effect of music, are discussed in terms of both methodological and theoretical perspectives with the aim of furthering the debate about music and memory. In sum, our results indicate that music can specifically act as a facilitating encoding context for verbal episodic memory, opening important perspectives for music as a rehabilitation tool for episodic memory deficits.

A long-standing debate in cognitive neurosciences concerns the effect of music on verbal learning and memory. Research in this field has largely provided conflicting results in both clinical as well as non-clinical populations. Although several studies have shown a positive effect of music on the encoding and retrieval of verbal stimuli, music has also been suggested to hinder mnemonic performance by dividing attention. In an attempt to explain this conflict, we review the most relevant literature on the effects of music on verbal learning and memory. Furthermore, we specify several mechanisms through which music may modulate these cognitive functions. We suggest that the extent to which music boosts these cognitive functions relies on experimental factors, such as the relative complexity of musical and verbal stimuli employed. These factors should be carefully considered in further studies, in order to reliably establish how and when music boosts verbal memory and learning. The answers to these questions are not only crucial for our knowledge of how music influences cognitive and brain functions, but may have important clinical implications. Considering the increasing number of approaches using music as a therapeutic tool, the importance of understanding exactly how music works can no longer be underestimated.

Elderly individuals with mild-moderate ("high ability") or moderate ("low ability") dementia, answered autobiographical memory questions drawn from three life eras (remote, medium-remote, and recent), in familiar music, novel music, cafeteria noise or quiet. Recall was significantly better in the high-ability than the low-ability group, in sound than in quiet, and in music than in noise. Recall was significantly related to life era, declining from remote to recent memory. The superiority of recall in music compared with noise was apparent for recall from remote and medium-remote but not recent eras. The results are interpreted as favoring an explanation of the beneficial effect of auditory stimulation, predominantly in terms of enhanced arousal or attention deployment, with a possible subsidiary role for associative facilitation.

Imaging studies have indicated that males and females differ anatomically in brain regions thought to underlie language functions. Functional studies have corroborated this difference by showing gender differences in terms of language processing with females relying on less lateralized processing strategies than males. Gender differences in musical functions might show similar differences in functional asymmetries, although no detailed study has been performed. The current study employed a pitch memory task while acquiring functional magnetic resonance images to investigate possible differences in hemispheric processing between males and females. Gender differences were found in the time course of activation (during the first four imaging time points after the end of the auditory stimulus-"perceptual phase"-and the subsequent three imaging time points after the end of the auditory stimulus-"memory phase") in both anterior and posterior perisylvian regions. Male subjects had greater lateralized activations (left > right) in anterior and posterior perisylvian regions during the "perceptual" as well as during the "memory" phase. There was a trend for males to have more cerebellar activation than females. Females showed more prominently posterior cingulate/retrosplenial cortex activation compared to males. Although activation patterns differed, there was no difference in the behavioral performance between both genders. These data indicate that similar to language studies, males rely more on left lateralized hemispheric processing even for basic pitch tasks.

Brief exposure to music has been reported to lead to transient improvement of cognitive functions in no-music domains. Regarding the possible roles of working memory, processing of acoustic regularities, arousal and emotions in mediating the effects of music on subsequent cognition, the present study explored if brief listening to music might produce a subsequent transient change of verbal functions. A large sample (n = 448) of younger (mean 28 years) and older (mean 72 years) individuals were studied to represent different background abilities. Verbal working memory (WM) and phonologically-cued semantic retrieval were assessed using the forward digit span test (F-DST) and word fluency test (WFT). To account for arousing, emotional and previous expertise effects, F-DST and WFT scores were measured only in non-musicians after listening to novel (unknown) excerpts of three different composers (Mozart, Vivaldi and Glass) and after silence, with individual preference for each condition subjectively rated. It was found that brief exposure to music had no beneficial effect on verbal WM, with even a transient impairment emerging after Vivaldi. In contrast, Vivaldi's excerpt induced a marked enhancement of word fluency, but only in young adults, whereas listening to Mozart's composition was followed by decreased WFT scores in the two age groups. These results show that depending on composer- or excerpt-specific music features, listening to music can selectively facilitate or inhibit ongoing verbal functions. It is suggested that these effects are mediated by pro-active priming or interference of residual activations induced by music in working memory loops.

Magnetic resonance imaging (MRI) allows unprecedented access to the anatomy and physiology of the developing brain without the use of ionizing radiation. Over the past two decades, thousands of brain MRI scans from healthy youth and those with neuropsychiatric illness have been acquired and analyzed with respect to diagnosis, sex, genetics, and/or psychological variables such as IQ. Initial reports comparing size differences of various brain components averaged across large age spans have given rise to longitudinal studies examining trajectories of development over time and evaluations of neural circuitry as opposed to structures in isolation. Although MRI is still not of routine diagnostic utility for evaluation of pediatric neuropsychiatric disorders, patterns of typical versus atypical development have emerged that may elucidate pathologic mechanisms and suggest targets for intervention. In this review we summarize general contributions of structural MRI to our understanding of neurodevelopment in health and illness.2010 Elsevier Inc. All rights reserved.

During the past decade, there have been numerous reports of a brief, but statistically significant, improvement in immediate spatial-temporal performance after listening to 10 min. of Mozart's Sonata K.448, known as the “Mozart effect.” The purpose of the present study was to assess whether production of the effect is influenced by length of listening conditions or sex. Each of 52 right-handed participants (26 females, 26 males) completed a paper-folding and cutting task and a Mental Rotations task following a listening condition in which the Mozart sonata was played and a silent condition (no music was played). A significant 3-way interaction among sex, listening condition, and task indicated that an effect was present only for women on the Mental Rotations task. As such, researchers should investigate the role of sex in production of the Mozart effect.

Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy.

Although previous studies have reported that positive affect is associated with enhanced creativity, there are no studies examining the influences of music and cognitive stimulation on brainstorming performance. The purpose of the present study was to examine the effects of music and cognitive stimulation on creativity. Participants in the positive affect condition listened to Vivaldi’s Spring, whereas those in the negative affect condition listened to Gyorgy Ligeti’s Lux Aeterna. Additionally, individuals in the neutral affect condition listened to Chopin’s Waltzes (MacDonald &amp; Davey, 2005; Startup &amp; Davey, 2001). Subsequently, the participants brainstormed the advantages and/or disadvantages of having an extra thumb on each hand. During the brainstorming session, participants were exposed to eight words, including both high-stimulating (e.g., scissors, gloves, etc.) and non-stimulating (e.g., giraffe, lion, etc.) words. There was also a mixed or low stimulation condition comprising four stimulating and four non-stimulating words. The results showed that positive and negative affect enhanced idea generation in the low stimulation condition, whereas neutral affect increased the number of ideas in the high stimulation condition.

After decades of research, it remains unclear whether emotion lateralization occurs because one hemisphere is dominant for processing the emotional content of the stimuli, or whether emotional stimuli activate lateralised networks associated with the subjective emotional experience. By using emotion-induction procedures, we investigated the effect of listening to happy and sad music on three well-established lateralization tasks. In a prestudy, Mozart's piano sonata (K. 448) and Beethoven's Moonlight Sonata were rated as the most happy and sad excerpts, respectively. Participants listened to either one emotional excerpt, or sat in silence before completing an emotional chimeric faces task (Experiment 1), visual line bisection task (Experiment 2) and a dichotic listening task (Experiment 3 and 4). Listening to happy music resulted in a reduced right hemispheric bias in facial emotion recognition (Experiment 1) and visuospatial attention (Experiment 2) and increased left hemispheric bias in language lateralization (Experiments 3 and 4). Although Experiments 1-3 revealed an increased positive emotional state after listening to happy music, mediation analyses revealed that the effect on hemispheric asymmetries was not mediated by music-induced emotional changes. The direct effect of music listening on lateralization was investigated in Experiment 4 in which tempo of the happy excerpt was manipulated by controlling for other acoustic features. However, the results of Experiment 4 made it rather unlikely that tempo is the critical cue accounting for the effects. We conclude that listening to music can affect functional cerebral asymmetries in well-established emotional and cognitive laterality tasks, independent of music-induced changes in the emotion state. Copyright © 2016 Elsevier Inc. All rights reserved.

Are cognitive sex differences magnified by individual differences in age, sex hormones, or puberty development? Cross-sectional samples of 12- to 14-year-old boys (n = 85) and girls (n = 102) completed tasks assessing episodic memory, face recognition, verbal fluency, and mental rotations. Blood estradiol, free testosterone, and self-rated puberty scores were obtained. Sex differences were found on all cognitive measures. However, the magnitude was not larger for older children, hormones and cognitive performance were not associated, and early maturers did not perform better than late maturers. Thus, cognitive sex differences were not associated with age, levels of sex hormones, or puberty development.

Convincing evidence indicates that prenatal exposure to the gonadal hormone, testosterone, influences the development of children's sex-typical toy and activity interests. In addition, growing evidence shows that testosterone exposure contributes similarly to the development of other human behaviors that show sex differences, including sexual orientation, core gender identity, and some, though not all, sex-related cognitive and personality characteristics. In addition to these prenatal hormonal influences, early infancy and puberty may provide additional critical periods when hormones influence human neurobehavioral organization. Sex-linked genes could also contribute to human gender development, and most sex-related characteristics are influenced by socialization and other aspects of postnatal experience, as well. Neural mechanisms underlying the influences of gonadal hormones on human behavior are beginning to be identified. Although the neural mechanisms underlying experiential influences remain largely uninvestigated, they could involve the same neural circuitry as that affected by hormones.

In the present study, we examined whether the 'Mozart effect' would influence participants' temporal attention using a visual attentional blink (AB) task that provides a reliable measure of the temporal dynamics of visual attention. The 'Mozart effect' refers to the specific claim that listening to Mozart's Sonata for Two Pianos in D Major, K.448 can improve the performance in spatio-temporal tasks. Participants had to try and identify two target digits (in their correct order of presentation) presented amongst a stream of distractor letters in three different conditions (presented in separate blocks of trials): while listening to the Mozart sonata played normally, while listening to the same Mozart sonata played in reverse, and while in silence. The results showed that the participants were able to detect the second target (T2) significantly more accurately (given the correct detection of the first target, T1) in the AB stream when the Mozart sonata was played normally than in either of the other two conditions. Possible explanations for the differential effects of Mozart's music being played normally and in reverse and potential confounds in previous studies reporting a facilitatory 'Mozart effect' are discussed. Our results therefore provide the first empirical demonstration supporting the existence of a purely temporal component to the 'Mozart effect' using a non-spatial visual AB task.

The purpose of this paper is to compare music mood perceptions of people with diverse cultural backgrounds when they interact with Chinese music. It also discusses how the results can inform the design of global music digital libraries (MDL).

This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.

Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. One hundred and forty-seven primary school children, M = 6.4 years, = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

Twenty individuals solved a visual oddball task in two response conditions: while listening to the Mozart's sonata K. 448, and while listening to nothing. The recorded event-related potentials (ERP) were analyzed in the time and frequency domains. In the music response condition the ERP peak latencies on the left hemisphere increased, whereas on the right hemisphere a decrease of peak latencies as compared with the silence response condition was observed. In the theta, lower-1 alpha and gamma band increases in induced event-related coherences were observed while respondents solved the oddball task and listened to music, whereas a decoupling of brain areas in the gamma band was observed in the silence response condition. It is suggested that auditory background stimulation can influence visual brain activity, even if both stimuli are unrelated.

The study investigated the influence of Mozart's music on respondents' brain activity while solving spatial rotation and numerical tasks. The method of induced event-related desynchronization/synchronization (ERD/ERS) and coherence (ERCoh) was used. The music condition had a beneficial influence on respondents' performance of spatial rotation tasks, and a slightly negative influence on the performance of numerical tasks as compared with the silence condition. On the psychophysiological level a general effect of Mozart's music on brain activity in the induced gamma band was observed, accompanied by a more specific effect in theinduced lower-2 alpha band whichwas only present while respondents solved the numerical tasks. It is suggested that listening to Mozart's music increases the activity of specific brain areas and in that way facilitates the selection and "binding" together of pertinent aspects of sensory stimulus into a perceived whole.

The study investigated the influence Mozart's music has on brain activity in the process of learning. A second objective was to test priming explanation of the Mozart effect.In Experiment 1 individuals were first trained in how to solve spatial rotation tasks, and then solved similar tasks. Fifty-six students were divided into 4 groups: a control one--CG who prior to and after training relaxed, and three experimental groups: MM--who prior to and after training listened to music; MS--who prior to training listened to music and subsequently relaxed; and SM--who prior to training relaxed and afterward listened to music. The music used was the first movement of Mozart's sonata (K. 448). In Experiment 2, thirty-six respondents were divided into three groups: CG, MM (same procedure as in Experiment 1), and BM--who prior to and after training listened to Brahms' Hungarian dance No. 5. In both experiments the EEG data collected during problem solving were analyzed using the methods of event-related desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn).In the first experiment the respondents of the MM, MS, and SM groups showed a better task-performance than did the respondents of the CG group. Individuals of the MM group displayed less complex EEG patterns and more alpha band synchronization than did respondents of the other three groups. In Experiment 2 individuals who listened to Mozart showed a better task performance than did the respondents of the CG and BM groups. They displayed less complex EEG patterns and more lower-1 alpha and gamma band synchronization than did the respondents of the BM group.Mozart's music, by activating task-relevant brain areas, enhances the learning of spatio-temporal rotation tasks.The results support priming explanation of the Mozart effect.

Background music has been found to have beneficial, detrimental, or no effect on a variety of behavioral and psychological outcome measures. This article reports a meta-analysis that attempts to summarize the impact of background music. A global analysis shows a null effect, but a detailed examination of the studies that allow the calculation of effects sizes reveals that this null effect is most probably due to averaging out specific effects. In our analysis, the probability of detecting such specific effects was not very high as a result of the scarcity of studies that allowed the calculation of respective effect sizes. Nonetheless, we could identify several such cases: a comparison of studies that examined background music compared to no music indicates that background music disturbs the reading process, has some small detrimental effects on memory, but has a positive impact on emotional reactions and improves achievements in sports. A comparison of different types of background music reveals that the tempo of the music influences the tempo of activities that are performed while being exposed to background music. It is suggested that effort should be made to develop more specific theories about the impact of background music and to increase the methodological quality of relevant studies.

Although many people listen to music while performing tasks that require sustained attention, the literature is inconclusive about its effects. The present study examined performance on a sustained-attention task and explored the effect of background music on the prevalence of different attentional states, founded on the non-linear relationship between arousal and performance. Forty students completed a variation of the Psychomotor Vigilance Task—that has long been used to measure sustained attention—in silence and with their self-selected or preferred music in the background. We collected subjective reports of attentional state (specifically mind-wandering, task-focus and external distraction states) as well as reaction time (RT) measures of performance. Results indicated that background music increased the proportion of task-focus states by decreasing mind-wandering states but did not affect external distraction states. Task-focus states were linked to shorter RTs than mind-wandering or external distraction states; however, background music did not reduce RT or variability of RT significantly compared to silence. These findings show for the first time that preferred background music can enhance task-focused attentional states on a low-demanding sustained-attention task and are compatible with arousal mediating the relationship between background music and task-performance.

The present study investigates gender differences in the functional organization of the brain for music processing. In the language domain, males appear to have greater left hemisphere control than females. Despite some overlap of neural structures and processes for the perception of music and language, gender differences of musical functions have so far not been reported. Data sets of three previous music experiments with event-related brain potentials (ERPs) were pooled and re-analyzed. Results demonstrate that an electrophysiological correlate of music-syntactic processing (ERAN, or music-syntactic MMN) is generated bilaterally in females, and with right hemispheric predominance in males. The present findings indicate that gender differences for the analysis of auditory information are not restricted to processes in the linguistic domain such as syntax, semantics, and phonology.

Cognition and emotion are closely linked in music. The interplay between expectations and the sounded events is hypothesized to play a central role in creating musical tension and relaxation. The research summarized here is part of an ongoing program investigating how this dynamic aspect of musical emotion relates to the cognition of musical structure. Musical emotions change over time in intensity and quality, and these emotional changes covary with changes in psychophysiological measures. Perceptual studies support music-theoretic descriptions of musical structures that underlie listeners’ expectations. Cross-cultural comparisons suggest that certain psychological principles of expectation are quite general, but that musical cultures emphasize these differentially. A schema of temporal organization that relates episodes of tension and relaxation to musical form and expressive aspects of musical performance is described. Finally, some results suggest that the expression of emotion in music shares properties with the expression of emotion in speech and dance.

The interruption of learning processes by breaks filled with diverse activities is common in everyday life. We investigated the effects of active computer gaming and passive relaxation (rest and music) breaks on working memory performance. Young adults were exposed to breaks involving (i) eyes open resting, (0 listening to music and (iii) playing the video game "Angry Birds" before performing the n-back working memory task. Based on linear mixed-effects modeling, we found that playing the "Angry Birds" video game during a short learning break led to a decline in task performance over the course of the task as compared to eyes open resting and listening to music, although overall task performance was not impaired. This effect was associated with high levels of daily mind wandering and low self-reported ability to concentrate. These findings indicate that video games can negatively affect working memory performance over time when played in between learning tasks. We suggest further investigation of these effects because of their relevance to everyday activity.

While the effect of listening to music on cognitive abilities is highly debated, studies reporting an enhancing effect of music in elderly populations appear to be more consistent. In this study, the effects of listening to music on attention in groups of cognitively normal older adults and those with mild cognitive impairment were considered. Participants were exposed to both a music and silence condition, and after each condition performed Digit Span and Coding tasks which require attention for maximal performance. The hypothesis that listening to music, compared to a silence condition, enhances performance was not supported for either group. Various explanations for these findings are considered.

Gender differences in spatial aptitude are well established by adulthood, particularly when measured by tasks that require the mental rotation of objects (Linn & Petersen, 1985; Voyer, Voyer, & Bryden, 1995). Although the male advantage in mental rotation performance represents one of the most robust gender differences in adult cognition, the developmental trajectory of this male advantage remains a topic of considerable debate. To address this debate, we meta-analyzed 303 effect sizes pertaining to gender differences in mental rotation performance among 30,613 children and adolescents. We found significant developmental change in the magnitude of the gender difference: A small male advantage in mental rotation performance first emerged during childhood and then subsequently increased with age, reaching a moderate effect size during adolescence. Procedural factors, including task and stimulus characteristics, also accounted for variability in reported gender differences, even when controlling for the effect of age. These results demonstrate that both age and procedural characteristics moderate the magnitude of the gender difference in mental rotation throughout development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Guided by the Mountcastle organizational principle for the column as the basic neuronal network in the cortex, we developed the trion model. An essential feature of the model is that it is highly structured in time and in spatial connections. Simulations of a network of trions have shown that large numbers of quasi-stable, periodic spatial-temporal firing patterns can be excited. These patterns can be readily enhanced by only a small change in connection strengths, and the patterns evolve in certain natural sequences from one to another. With only somewhat different parameters than those used for studying memory and pattern recognition, much more flowing and intriguing patterns emerged from the simulations. The results were striking when these probabilistic evolutions were mapped onto pitches and instrument timbres to produce music: For example, different simple mappings of the same evolution give music having the \"flavor\" of a minuet, a waltz, certain folk music, or styles of specific periods of Western art music. A theme can be learned so that evolutions have this theme and its variations recur. We suggest that we have found a viable cortical model for the coding of certain aspects of musical structure in human composition and perception. Further, we propose that the trion model is relevant for examining creativity in those higher cognitive functions of mathematics and chess that are similar to music.

Tasks that tax working memory (WM) have consistently been found to decrease mind wandering. These findings may indicate that maintenance of mind wandering requires WM resources, such that mind wandering cannot persist when WM resources are being consumed by a task. An alternative explanation for these findings, however, is that mind wandering persists without the support of WM but is nonetheless decreased during any demanding task because good task performance requires that attention be restricted from task-unrelated thought (TUT). The present study tested these two competing theories by investigating whether individuals with greater WM resources mind-wander more during an undemanding task, as would be predicted only by the theory that WM supports TUT. We found that individuals with higher WM capacity reported more TUT in undemanding tasks, which suggests that WM enables the maintenance of mind wandering.

Since 1993, controversy has surrounded the Mozart Effect that refers to enhanced spatial processing following listening to Mozart's Sonata for Two Pianos. Some researchers have replicated the effect while others have not. The present study represents an attempt to replicate and generalize the Mozart Effect and to examine the role of participants' expectations. Experimental groups were matched for musical experience and preference, and a Verbal and a Spatial Reasoning condition were used as control groups. Contrary to our hypotheses, the analyses showed that participants' expectations did not enhance performance on a spatial reasoning task. Further, enhanced spatial reasoning occurred following a variety of conditions, not just after listening to Mozart.

Controversial evidence suggests that music can enhance cognitive performance. In the present study, we examined whether listening to an excerpt of Vivaldi's "Four Seasons" had a positive effect on older adults' cognitive performance in two working memory tasks.With a repeated-measures design, older adults were presented with the forward version of the digit span and phonemic fluency in classical music, white-noise and no-music conditions.Classical music significantly increased working memory performance compared with the no-music condition. In addition, this effect did not occur with white noise.The authors discuss this finding in terms of the arousal-and-mood hypothesis and the role of working memory resources in aging.

Several studies have not replicated Rauscher, Shaw, and Ky's 1993 finding that 10 minutes of exposure to Mozart piano music temporarily enhanced performance on three spatial reasoning tasks. Later Rauscher and Shaw argued that enhanced performance is unlikely unless three conditions are met. The present study was designed to meet those three conditions. 36 adults were exposed to one of six listening orders and one of six test orders. Listening and test orders had no systematic effect on spatial reasoning performance. A one-factor, repeated-measures analysis of variance yielded no significant difference on spatial reasoning performance after listening to classical music, jazz, or silence. A reanalysis, using only those items most likely to tap spatial reasoning, fell short of significance, and mean scores were in the direction opposite to that hypothesized. These results were inconsistent with studies that have supported a Mozart effect.

We investigated the Mozart effect, as documented by Rauscher, Shaw, and Ky (1993), with school‐aged children. Experiment 1 contrasted the spatial IQ scores of children who had listened to a Mozart sonata (K.448) with the scores of children who had listened to a piece of popular dance music in a pretest‐post‐test design. There was no significant main effect of music and no significant difference between the pretest and post‐test scores for both groups. Owing to the non‐significant findings, a second experiment was carried out. We used a methodology that had previously replicated the Mozart effect. Again, Expt. 2 did not support the claim that Mozart's music can enhance spatial performance. Groups performed similarly on the control test and the experimental test, irrespective of whether they listened to Mozart or to popular dance music. Since the two different designs produced similar findings, the data suggest that the Mozart effect is so ephemeral that it is questionable as to whether any practical application will come from it. In the discussion, we suggest more fruitful avenues for future research on the relationship between music and spatial performance: arousal and transfer of learning.

The primary objective of this review article is to summarize how the neuroscience of brain plasticity, exploiting new findings in fundamental, integrative and cognitive neuroscience, is changing the therapeutic landscape for professional communities addressing brain-based disorders and disease. After considering the neurological bases of training driven neuroplasticity, we shall describe how this neuroscience-guided perspective distinguishes this new approach from (a) the more-behavioral, traditional clinical strategies of professional therapy practitioners, and (b) an even more widely applied pharmaceutical treatment model for neurological and psychiatric treatment domains. With that background, we shall argue that neuroplasticity-based treatments will be an important part of future best-treatment practices in neurological and psychiatric medicine.