The Replicated Study of the Music and Spatial-Performance Task

Tamia Gabriel
IB Psychology
Standard Level
3 February 2014
Word Count: 1496






1

Abstract
The theory that music and spatial-task performance have a causal relationship brought
our IB psychology (SL) class to replicate Francis Raushers experiment. The aim of this study
was to test this relationship on a group of IB students in Marietta High School and show that
music (Mozarts Sonata) enhances spatial-task performance. This experiment used repeated
measures and used a stratified sample. Experimenters tested one group of students to calculate
results for silence and Mozart. The independent variable was whether the participants were
exposed to the music or silence. The dependent variable was the accuracy of each participants
results. Results showed that 5 out of the 10 students were accurate after listening to Mozarts
Sonata. In conclusion, our results supports Raushers study. Music does enhance spatial-task
performance.









1

Table of Contents:
Introduction Page 1
Methods
Design.....Page 2
Participants.Page 2-3
Materials..Page 3
Procedures...Page 3-5
Results...Page 6-7
Discussion.Page 7-8
ReferencesPage 9
Appendix
Appendix I. .Page 10
Appendix II. Page 11-12
Appendix III. Page 13-14
Appendix IV. Page 15
Appendix V. .. Page 16
Appendix VI. . Page 17

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Introduction
We used the cognitive perspective of psychology in order to test the hypothesis of
whether music and spatial-task performance have a causal relationship. In order to see what
effect this relationship has on IB students in Marietta High School, we have chosen to replicate
Francis Raushers study, Music and Spatial-Task performance: a Causal Relationship (1994).
Raushers experiment consisted of a series of paper folding and cutting-tasks, given to an
unexposed control group and participants that listened to Mozarts Sonata for 10 minutes.
Rausher found that the group who was exposed to Mozarts Sonata scored 8-9 points higher on
the spatial IQ reasoning subtest. Rausher proposed the theory that music can be used to develop
certain patterns that are associated with spatial-reasoning (page 3). Wilson and Brown (1997),
said that results prove that listening to Mozarts Sonata enhance some measures of spatial
reasoning (page 368). Our aim is to see what impact the music has on the accuracy of the
participants results.





2

Methods
Design
This experiment used repeated measures which saved time and allowed us to only have to
use one class. We were able to compare the results for silence and Mozart to see each
participants improvement. The independent variable for this experiment was whether the group
was exposed to silence or music. Our dependent variable is the accuracy for the answer the
participant chose. We took efficient action in order to control confounding variables. Any
student currently enrolled in an IB psychology (SL) course was removed from the sample to
avoid overlapping. A consent form was sent home for parents to sign prior to experimentation
(see appendix III). Exposure to participant names and personal information was unethical,
therefore we picked up the student consent forms and kept them separate from the participants
results. Our instructions state that students were not obligated to participate in the experiment
(see appendix I). Students were asked to sign the consent form as they chose to participate and in
the end were thanked in our debriefing letter (see appendix VI).
Participants
The participants in this sample consisted of high school IB students who had Mr.
Donavans class during the specified block. The sample held a population of 10 students who
were present on both experimenting days, and included both male and female students. All
participants were in 11
th
grade between the ages of 16-17. Our class used stratified sampling in
selecting participants; we were not able to perform the experiment with every IB student. Taking
a smaller group of only IB students caused for a good representative method. Considering that
any student who was enrolled in an IB psychology (SL) class would negatively affect our data,
3

we were left with only 10 students in our sample. The sample size is appropriate since we are
focusing on representing a specified group.
Materials
Blank lined paper
Desks (numbered appropriately)
Pens
Pencils
Stopwatch
Mozart Sonata
Computer
Smart Board
Standardized Instructions
Manila Folders
Paper Folding and Cutting Task Test
Consent Form for Parents/Consent Form for Students


Procedure
Prior to experimentation we asked Mr. Donavan for permission to use his class during an
instructional block in order to conduct our experiment. We sent out a consent form that parents
had to sign (see appendix III.), in order for the student to participate in the experiment. We
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removed any student from the selected group who was already enrolled in an IB Psychology
(SL) class. We then got a copy of Mozarts Sonata and the Paper Cutting and Folding Task.
The following set of procedural steps were set according to the time experimentation took place:
1. We numbered the desks in the room from 1-22, according to the desk arrangement in Dr.
Roberts class.
2. A manila folder that contained a blank piece of paper and the appropriate consent form
was placed on each desk.
3. A writing utensil was placed on each desk.
4. Students were brought into Dr. Roberts classroom and were instructed to choose any
seat.
5. Instructions were read by Lead Researchers; students were instructed to listen in silence.
6. Individuals were instructed to sign the consent form (see appendix II.).
7. Lead researchers picked up the consent forms in order to separate them from the results
of the students.
8. The sample was instructed to write the number that was written on the desk they were
seated in on the blank sheet of paper.
9. The sample was instructed to sit in silence for a duration of 10 minutes prior to taking the
test. Students were not permitted to talk, listen to music or use their cell phones.
10. After the 10 minutes of silence, the Paper Folding and Cutting Task was put onto the
smart board (see appendix V.). Students had one minute to write their answer on the
paper in front of them. Students were instructed to wait quietly in their seats upon
finishing until the rest of the class was done.
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11. After the minute was over, students were asked to place their papers back into the manila
folders. All students were dismissed back to their original classroom.
12. We then tallied the results, separating the group into people who got the answer correct or
incorrect.
13. For the second half of the experiment, the sample was brought back into Dr. Robertss
classroom after 2 weeks, and steps 2-8 were performed once again. Students were
instructed to sit in the same seat they had the first time.
14. Students then listened to Mozarts Sonata for an entire 10 minutes. After the 10 minutes
the Paper Folding and Cutting Task was shown on the board once again. The answers
were placed in a different order than the first time.
15. Step 11 was repeated.
16. After everyone was finished, a debriefing letter was read to the sample and the class was
dismissed.
17. Step 12 was repeated. We then made a table that showed the results each participant got
both times.






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Results
The following table displays the results of the class data. The first column shows the
participants number (the number of the seat they sat in during both parts of the experiment). The
two others column either contain a 1 or 0, 1 being that they chose the correct answer and 0
meaning the answer was not correct. The columns are labeled to separate the data for silence and
Mozart.








The following bar graph is a visual representation of the data shown in the table above.
The axis for accuracy is based on a scale from 0-1, showing that 0 is completely inaccurate and 1
is totally accurate. The participants number is on the x-axis. Participants 5, 7 and 9 were
incorrect both times.


Participant Accuracy to the Paper Folding and Cutting Task

n=10


Participant # Silence Mozart


1 1 0


2 0 1


3 1 0


5 0 0

Key
6 1 1

Incorrect 0
7 0 0

Correct 1
9 0 0


10 0 1


11 0 1


14 0 1


7




Key


n=10

Incorrect 0


Correct 1



The mean for accuracy for the silence data is 30%. The mean for accuracy for the Mozart
data is 50%. In our sample, Mozart had a 20% affect for accuracy on the group.



Discussion
In the table and graph presented in my results, it is shown that there was a distinct
improvement within the results of both parts of the experiment. In Raushers, Music and Spatial
Task Performance: A Causal Relationship, results portrayed a relationship between the music
0
1
1 2 3 5 6 7 9 10 11 14
A
c
c
u
r
a
c
y

Particpant Number
Participant Accuracy to the Paper Folding and
Cutting Task
Silence
Mozart
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and performance skills. Raushers group that was exposed to Mozarts Sonata was proven to
have scored 8 to 9 points higher on the spatial IQ subset. After being exposed to 10 minutes of
Mozarts Sonata, the average for our samples accuracy was proven to be 20% better than the
average for just silence. In both the original and our replicated study, the hypothesis had been
proven correct and results of our replicated experiment supports Raushers study. Controlling
confounding variables made the experiment more efficient. Making sure we were not exposed to
any of the individuals personal information allowed us to avoid ethical issues and experimenter
bias. Limitations included: a small population, time of day, certain students not being able to
participate due to prior enrollment in IB psychology (SL), and students not being able to
remember where they sat during the first half of the experiment. We controlled this limitation in
particular by having each original student in Dr. Roberts class choose a seat to remember. As a
student sat in that particular seat, we would memorize this person to remind them to sit there for
the next time. Another issue that occurred was that student #4 was not present the second time
we performed the experiment, causing us to be forced to eliminate his/her results from the data.
The incident of the government shutdown made Raushers study inaccessible; lead researchers
for our class had to email her in order to be able to complete our experiment (see appendix IV).
Ways for improvement include: involving a larger population sample in order to have a more
accurate representative method. Also, we can improve this experiment by testing more than just
IB students. The educational level of students could have affected our results because, IB
students typically think on a higher level than those in college prep classes.




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References


Bower, B. (1994). Turning Up Young Brains, Science Brains, 146.

Francis,R. (1994). Music and Spatial Task Performance: A Causal
Relationship. August 1994, Retrieved from http://files.eric.ed.gov/fulltext/ED390733.pdf

Petsche, H., Richter, P., von Stein, A., Et linger, S. & Filz, 0. (1993). EEG
coherence and musical thinking. Music Perception, 11 (2), 117-152.

Steele,K.M.(1999, July 4).THE MYSTERY OF THE MOZART EFFECT:
Failure to Replicate. American Psychology Science. January 20, 2014, from,
http://www1.appstate.edu/~kms/documents/Mozart_PS.pdf

Trehub, S.A. (1987). Infants' perception of music patterns. Perception and
Psychophysics, 41, 635-641.


Wilson, T. (1997). Reexamination of the effect of mozart's music on spatial-task performance.
The Journal of Psychology, Retrieved from
http://www.personal.psu.edu/faculty/a/c/acp103/PSYCH105/Mozart Effect Article.pdf


Wong,M.(2010, November 10). Can Mozart Increase Your Spatial Ability?.
Cognitition & the Arts. January 15,2014, from, http://sites.davidson.edu/psy379/can-
mozart-increase-your-spatial-ability/










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Appendix
Appendix I: Standardized Instructions
Mozart Instructions:

Everyone is at their assigned desk.

Lead researchers go to Donovans class and get the students.

We are ready for our experiment. Please follow us quietly to Dr. Roberts class across the
hall.

Students sit down.

On each desk is a blank piece of paper and a consent form. Each desk is numbered.

We invite you to participate in a research study conducted by IB Psychology SL students.
The purpose of this research is to gather data on whether or not listening to Mozart as
opposed to silence increases intelligence while taking a test on spacial taks performance.

Your participation is voluntary. You may choose not to participate and you may withdraw
your consent to participate at any time. Please write the number that is on your desk, on
the blank sheet of paper, and SIGN THE CONSENT FORM ON YOUR DESK.

You will sit silently for 10 minutes. After 10 minutes a test will be shown on the smart
board. On the blank piece of paper, you will have 1 minute to answer the question. Please
write A, B, C, or D.

We will now begin the 10 minutes of silence. Please note that results of the experiment
can be altered if there is any talking or noise. You are welcome to read or do anything that
does not involve talking. If you talk we will not count your test and you will be asked to
leave the room.

(10 minutes..)

10 minutes is up. Please stay quiet and answer the question we are about to present to
you on the board. When you are finished please turn your paper over and sit until all the
tests are done.

(take test)

Thank you for your participation. Please leave everything on your desks. You are
dismissed.

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Appendix II. Student Consent Form
Consent Form for Participation in a Research Study
IB Psychology SL - Marietta High School

Accuracy of Somatosensory Perception

Description of the research and your participation

You are invited to participate in a research study conducted by IB Psychology SL students. The purpose
of this research is to gather data on the amount of somatosensory representation in the cortex of the
brain of different body parts.

Your participation will involve a series of tests in which your fingers and toes will be touched with a
washable marker. You will be asked to identify the area that was touched. Because you will have to use
your somatosensory perception, a blindfold will be used. Student researchers will record your
responses. At the end of the experiment the student researcher will share the accuracy of your
responses. (The ink color on the tip of your fingers and toes should correlate to the ink used on the
response sheet.) Student researchers will use gloves and the markers will be cleaned with an alcohol
prep between participants.

Risks and discomforts

There are no known risks associated with this research.

Potential benefits

There are no known benefits to you that would result from your participation in this research.

Protection of confidentiality

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We will do everything we can to protect your privacy. Your identity will not be revealed in any
publication resulting from this study.

Voluntary participation

Your participation in this research study is voluntary. You may choose not to participate and you may
withdraw your consent to participate at any time. You will not be penalized in any way should you
decide not to participate or to withdraw from this study.

Contact information

If you have any questions or concerns about this study or if any problems arise, please contact Dr. Rona
Roberts, IB Psychology SL instructor. If you have any questions or concerns about your rights as a
research participant, please contact Mrs. Leigh Colburn, Marietta High School principal.

Consent

I have read this consent form and have been given the opportunity to ask questions. I give my consent
to participate in this study.

Participants signature_________________________________________ Date:_____






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Appendix III. Parent Consent Form
Parental Permission for Participation of a Child in a Research Study
IB Psychology SL Marietta High School

Mozart Effect a replicated study

Description of the research and your childs participation

Your child is invited to participate in a research study conducted by the IB Psychology SL students. The
purpose of this research is to determine whether brief exposure to certain music could increase
cognitive ability.

Your childs participation will involve two separate sessions of listening to 10 minutes of a piano sonata
and 10 minutes of silence. After each session, your child will then be tested on spatial/temporal
reasoning using the Stanford-Binet Test. Your child will be asked to imagine that a single sheet of paper
has been folded several times and then various cut-outs are made with a scissors. The task is to correctly
predict the pattern of cut-outs when the paper is unfolded.

The amount of time required for your childs participation will be two separate sessions of 15 minutes
each.

Risks and discomforts - There are no known risks associated with this research.

Potential benefits - There are no known benefits to the child that would result from the childs
participation in this research.

Protection of confidentiality - We will do everything we can to protect your childs privacy. Your childs
identity will not be revealed in any publication resulting from this study.

Voluntary participation

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Participation in this research study is voluntary. You may refuse to allow your child to participate or
withdraw your child from the study at any time. Your child will not be penalized in any way should you
decide not to allow your child to participate or to withdraw your child from this study.

Contact information

If you have any questions or concerns about this study or if any problems arise, please contact Dr. Rona
Roberts, IB Psychology SL instructor at 770-428-2631 ext. 2218. If you have any questions or concerns
about your childs rights as a research participant, please contact Mrs. Leigh Colburn, principal at
Marietta High School, at 770-428-2631.

Consent

I have read this parental permission form and have been given the opportunity to ask questions. I give
my permission for my child to participate in this study.


Parents signature________________________________________
Date:____________________________


Childs Name:_______________________________________________________________________






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Appendix IV. Email to Rausher
Dear Dr. Frances H. Rauscher,

My classmates and I are students from Marietta High School in an IB Psychology SL class. We are
planning to replicate your study: "Music and Spatial Task Performance: A Casual Relationship" for our
practice Internal Assessment.

However, due to the government shutdown, we are unable to access your original experiment on the Eric
Database.

We would greatly appreciate it if you would send our class a copy of the experiment within the next
couple of days.

Please "reply all" so that my classmates are able to put this email as a reference in their appendices.

Thank you for your time and assistance.

Best regards,

Henley Tullos and Class



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Appendix V. Paper Folding and Cutting Task




The answer is B















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Appendix VI. Debriefing Letter

From: Roberts, Rona
Sent: Thursday, January 23, 2014 1:35 PM
To: Donovan, Bill; Mills, Carla; Garrett, Melinda
Cc: Woolard, Debbie
Subject: IB Psychology IA - Thank you

Mr. Donovan, Ms. Mills, and Ms. Garrett:

Please extend a thank you to students in your classes that participated in the IB Psychology SL
research
study during the fall semester. If any student wishes to obtain the results of the study, please ask
them
to contact me directly.

Rona D. Roberts, Ph.D.
Social Studies
Marietta High School
1171 Whitlock Ave.
Marietta, Georgia 30064
770-428-2631, ext. 2218
Where the difference is excellence