Group items tagged

Music plays a vital role in enhancing creativity. Music has a positive impact on the right side of the brain. Music triggers the brain center, which deal with the development of creativity. Certain ragas are known to activate all the chakras of the listener’s body, thus benefiting him/her in the performance of other creative tasks. Music is found to give students the capacity to trust themselves. It provides them with an internal discipline. Rhythm is known to help the students learn math. Music stimulates the brain centers that deal with thinking, analyzing and planning, thus enhancing one’s organizational skills.

Musicians achieve a higher grade point average (GPA) than non-musicians in the same school do. Music students achieve higher ACT scores and other college entrance exam scores. In a recent study, 66% of music majors who apply to medical school are accepted, the highest percentage of any group. Only 44% of biochemistry majors are admitted. Findings indicate that music study uniquely enhances higher brain functions required for reading, mathematics, chess, science and engineering.

Music training enhances reading skills.  A study done with 1st grade children shows significantly higher reading scores with children receiving piano/music instruction than did the control group. (Hurwitz, I., Wolff, P.H., Bortnick, B.D. & Kokas, K. 1975) Music training dramatically enhances children’s abstract reasoning skills necessary for math and science.  A study with 3 and 4 year-olds indicated that children who received piano/keyboard training performed 34% higher on tests measuring spatial-temporal ability than the non-musical group. These findings indicate that music uniquely enhances higher brain functions required for mathematics, chess, science and engineering. (Psychologist Dr. Frances Rauscher of the University of Wisconsin at Oshkosh and physicist Dr. Gordon Shaw of the University of California at Irvine in 1994)

Music training increases intelligence.  Scores on a puzzle task, designed to measure spatial reasoning ability, increased significantly during the period they (three and four-year-olds) received the music lessons. In a research report, ‘Music Increases Intelligence Report,’ Dr Shaw said the piano was the instrument of choice because its keyboard gave the children both a linear and audible representation of the relationship between sounds. "What this means for parents is that they should consider giving their children piano lessons as early as age three or four," said Shaw. (College of Computing, Georgia Tech, August 24, 1994. UCI Journal, Spring 1997) Music enhances learning and creativity.  In another research test involving four and five-year olds, the effects of music on learning and creativity was measured. After twenty days of training, the music/dance group showed the greatest improvement in learning about body parts and creativity. (Mohanty, B. & Hejmadi, A. (1992). Effects Of Intervention Training on Some Cognitive Abilities of Preschool Children. Psychological Studies, 37, 31-37.)

Video games help focus on fine detail From: The Australian February 13, 2007 12:00AM Increase Text Size Decrease Text Size Print Email Share Add to Digg Add to del.icio.us Add to Facebook Add to Kwoff Add to Myspace Add to Newsvine What are these? PLAYING video games that involve high levels of visual action on a daily basis can improve your ability to see fine detail, a study shows. Researchers at the University of Rochester in the US have found that people who played action video games for a few hours a day over the course of a month sharpened their ability to identify letters by about 20 per cent. "Action video game play changes the way our brains process visual information," says Daphne Bavelier, professor of brain and cognitive sciences at the university. "After just 30 hours, players showed a substantial increase in the spatial resolution of their vision, meaning they could see figures like those on an eye chart more clearly, even when other symbols crowded in."

PLAYING video games that involve high levels of visual action on a daily basis can improve your ability to see fine detail, a study shows. Researchers at the University of Rochester in the US have found that people who played action video games for a few hours a day over the course of a month sharpened their ability to identify letters by about 20 per cent. "Action video game play changes the way our brains process visual information," says Daphne Bavelier, professor of brain and cognitive sciences at the university.

These games push the human visual system to the limits and the brain adapts to it," she says. "That learning carries over into other activities and possibly everyday life."

Martin Gardiner, research director at The Music School, theorizes that "learning arts skills forces mental 'stretching' useful to other areas of learning: the maths learning advantage could, for example, reflect the development of mental skills such as ordering, and other elements of thinking on which mathematical learning at this age also depends." [The National Association for Music Education, menc.org, May 23, 1996 issue of Nature]

One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .

Researchers in Hamilton, Ohio, documented that students participating in a string pullout program scored higher on the reading, mathematics and citizenship portions of the Ohio Proficiency Test (OPT), than their non-music peers.

This study paired string and non-music students based on their verbal Cognitive Abilities Test (COGAT). Four groups of string students were released two times a week for instruction. Two of those four groups scored significantly higher on the reading and mathematics portion of the OPT than their non-music peers. Additionally, 68% of string students scored at grade level or higher on all four sections of the test compared to 58% of the non-music students. For more information (Michael D. Wallick, Ohio City Schools)

SAT scores of students who took part in music instruction surpassed students with no music training. Data collected from students taking the SAT, indicated that students taking music and arts averaged scores that were higher than non music students by 60 points on the verbal section and 43 points on the math section.

the fundamental task of adolescence is 'ego identity' or 'self-definition.'" (1969, p73) This does not suggest that a child entering adolescence has no concept of self, but it becomes the critical need of the teenager.

three stages of adolescent development: Early adolescence (ages 12 to 14), Mid-adolescence (ages 15 to 16), and Late adolescence (ages 17 to 21)." (1987, p20)

The brain is bombarded with questions about what to do about all of these feelings so new and so demanding

The stereotype of the 16-year-old boy is that he has sex on the brain. But a fascinating new report suggests that boys are motivated

more by love and a desire to form real relationships with th

e girls they date.

It turns out that there is much evidence that supports the positive effects of music on one's ability to do math. Most research shows that when children are trained in music at a young age, they tend to improve in their math skills. The surprising thing in this research is not that music as a whole is enhancing math skills. It is certain aspects of music that are affecting mathematics ability in a big way. Studies done mostly in children of young age show that their academic performance increases after a certain period of music education and training.

The effect of music on math sometimes termed the Mozart effect. The Mozart effect gain its name after the discovery that listening to Mozart's compositions, which is very sequential, produces a short-termed enhancement of spatial-temporal reasoning. Some key reasoning features used in spatial temporal reasoning are 1. The transformation and relating of mental images in space and time 2. Symmetries of the inherent cortical firing patterns used to compare physical and mental images and 3. Natural temporal sequences of those inherent cortical patterns

In conclusion, my research into math and music does seem to suggest that music enhances mathematics skills. Music targets one specific area of the brain to stimulate the use of spatial-temporal reasoning, which is useful in mathematical thinking. However, as to the question of whether or not music is the magical portion that will elevate anyone's ability to do math, the answer unfortunately . . .would be no. Just because most mathematicians are fond of music, dosen't mean that all musicians are fond of mathematics.

Classical music has been widely touted as favorable to intelligence. According to Sylvan Learning centers, studies indicate that soft, classical musical aids in concentration, and, according to Scholastic, studies also indicate that classical music stimulates the section of the brain used in math.

Loud music with words can often be more distracting than beneficial if you are trying to study.

Your favourite rock band where you sing along to all the lyrics for example is not a good choice.

You can also use music to break up your study time. It's great for example to study for 40 minutes with music then 30 minutes without, each time you make a shift it will seem like a fresh study period and can actually help you study more effectively for longer.

personality disorder

anti-social behaviour, diminished empathy, and lack of inhibitions.

term psychopathy is often used to emphasize that the source of the disorder is internal, based on psychological, biological, or genetic factors, whereas sociopathy is used to emphasize predominant social factors in the disorder: the social or familial sources of its development and the inability to be social or abide by societal rules (Hare 1999).