2-3 page developmental myth paper
Developmental Psychology: Summer 2022 Group Research Paper Grading Checklist (each criteria is 2 points each) Paper Title: ____Breast-feeding makes babies more intelligent____ General ___Has all the relevant sections: ___Title Page ___Introduction ___Discussion ___References ___Included a shortened running head title (ALL CAPS) on every page ___ “Running head” on first page only ___ Included page numbers on each page ___ Wrote in the past tense (exception with the Discussion Section) ___Did not use contractions ___Did not use/overuse quotes ___Did not use the word “prove” or any variant of it ___Did not exceed 6 pages (not including the title page and reference pages) Introduction ___Includes center title (Major words capitalized) ___Did not cite any articles/authors not read (e.g., a dissertation, a citation of a citation) ___Used APA citation format correctly ___Did not cite a citation (CC) [“Smith (2001) found that one equals two (Howard, 2007)”] ___Did not overcite (OC): citing the same source sentence by sentence [“Most people apply their own moral code to their own behavior (Bonn, 1999). For example, one study found that people would justify their cheating behavior rather than refrain from the behavior (Bonn, 1999).”] ___Did not block cite (BC): Citing an entire paragraph by placing a single citation with the last sentence: [“Most people apply their own moral code to their own behavior. For example, one found that people would justify their cheating behavior rather than refrain from behavior (Bonn, 1999).”] ___Did not have any missing citations (MC) ___Used information form at least 3 empirical articles to summarize past research Discussion ___Included centered Discussion (bolded) ___Re-addressed why this lit review was being conducted ___Summarized what was found (but without restating the numbers) ___If the hypothesis was supported, discussed what researchers should do next (the next step) ___If the hypothesis was not supported, discuss why (possible study flaws) References ___Included a reference page ___Included word “References” at the top of the page (is not bolded, no quotes) ___References organized correctly (i.e., alphabetically) ___Referenced all sources cited ___Used APA style correctly Writing Style ___Used mature, sophisticated writing style ___Did not use poor phrasing (“we looked at the effects of…” or “we wanted to see it…”) ___Did not use colloquialisms (i.e., informal or conversational wordings) Comments: Running head: MOZART EFFECT 1 Investigating the Belief of the Mozart Effect Students Names Psychology Department, XXX University PSYC 227: Lifespan Development Dr. Bailey *Insert Assignment Due Date* MOZART EFFECT 2 Investigating the Belief of the Mozart Effect According to Lilienfeld, Lynn, Ruscio, and Beyerstein (2010), rumors of a Mozart Effect became widespread in the 1990’s. The rumors claimed that listening to Mozart increased the intelligence quotient (IQ) of children. The belief became so widespread that the governor of Georgia, Zell Miller, included money in the budget for recordings of Mozart to be given to infants in the state. Once the belief had progressed to wide publication throughout the state, the concept of the Mozart Effect was believed to be true by most, even introductory psychology students. Psychologists began to research this concept thoroughly in order to understand the mechanisms behind the perceived increase in intelligence. Many research articles support a connection with arousal and mood states. For example, Jones and Estell (2007) investigated the relationship between listening to Mozart and arousal. They found that there was a connection, meaning that Mozart did facilitate a positive arousal and mood state which could have contributed to better performance on certain tasks. However, the findings were not significant when compared to the control group who was in silence before the tasks. While this study supports a relationship between Mozart, arousal, and mood, there is no support for a Mozart effect in regards to IQ. Adding to the Mozart, arousal, and mood literature, Thompson, Schellenberg, and Husain (2001) investigated mood and arousal states in participants after listening to Mozart or Albinoni. Mozart should create a positive mood and arousal state whereas Albinoni should create a negative mood and arousal state. The researchers found that participants who listened to Mozart performed better on certain tasks compared to a control group who was in silence before the task. In addition, the researchers found that those who listened to Albinoni performed worse on certain tasks compared to the control group in silence. These findings support the concept that MOZART EFFECT 3 appositive mood and arousal state will positively affect cognitive performance on tasks while a neutral or negative mood and arousal state will not affect or negatively affect cognitive performance, respectively. Adding to this body of literature, McKelvie and Low (2002) investigated differences in Mozart and dance music on increases in IQ. Both selections should produce a positive mood state and arousal state. The researcher found that there was no significant difference between IQ scores for those that listened to Mozart versus those that listened to dance music. One can conclude that simply a positive mood and arousal state can increase performance on cognitive tasks. There have also been links with positive mood and arousal states in regards to Mozart in a study with aggressive adolescent boys. In this article, the researchers (Rickson & Watkins, 2003) found that music therapy programs using musical pieces that evoke a positive mood and arousal state led to increased prosocial behavior. Therefore, one may conclude from this research that music effects an arousal state which produces a better mood and affects behavior in this group of individuals. In addition, Mattar (2013) investigated the Mozart Effect in children. This study supported Mozart in the classroom because this type of music promotes a positive learning environment due to its effects on mood and arousal state. Schellenberg (1999) found that increases in performance only occurred after hearing a preferred selection of music or narration. This provides more evidence that a positive mood and arousal state is incurred based on preference and temp of music. In conclusion the majority of the research indicates that this myth is not true. There are some research including some conducted by Author (year) that supports that the myth is true. (Insert a paragraph that summarizes the findings discussed and any contradictory information) MOZART EFFECT 4 (Conclude with a statement about future avenues in this research area). According to Lillienfeld, Lynn, Ruscio, and Beyerstein (2010), around 75% of psychology students in an introductory class believe in the Mozart Effect. However, based on the research aforementioned, it is possible that professors and staff in the psychology field would have heard research that refutes this myth because various researchers have conducted studies that refute the Mozart Effect since the myth became widespread. In the future, it may be beneficial to further explore this research to add to the literature. MOZART EFFECT 5 References Jones, M.H., & Estell, D.B. (2007). Exploring the Mozart effect among high school students. Psychology of Aesthetics, Creativity, and the Arts, 1(4), 219-224). doi: 10.1037/1931- 3896.1.4.219 Lilienfeld, S.O., Lynn, S.J., Ruscio, J., & Beyerstein, B.L. (2010). 50 great myths of popular psychology: Shattering widespread conceptions about human behavior. Malden, MA: Wiley-Blackwell Mattar, J. (2013). The effect’s of Mozart’s music on child development in a Jordanian kindergarten. Education, 133(3), 370-377. McKelvie, P. & Low, J. (2002). Listening to Mozart does not improve children’s spatial ability: Final curtains for the Mozart effect. British Journal of Developmental Psychology, 20(2), 241. Nantais, K.M., & Schellenberg, E. (1999). The Mozart effect: An artifact of preference. Psychological Science, 10(4), 370-373. doi: 10.1111/1467-9280.00170 Rickson, D.J., & Watkins, W.G. (2003). Music therapy to promote prosocial behaviors in aggressive adolescent boys- A pilot study. Journal of Music Therapy, 40(4), 283-301. Thompson, W., Schellenberg, E., Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12(3), 248-251. doi:10.111/1467-9280.00345