Keeping Mozart in Mind, 2nd Edition

439 Pages·2003·5.33 MB·English

by  Gordon L. Shaw

Keeping
Mozart in
Mind
Second Edition
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Keeping
Mozart in
Mind
Second Edition
Gordon L. Shaw, Ph.D.
M.I.N.D. Institute/Universityof California
Irvine,California
Book:KeepingMozartinMindcopyright#2004,2000byGordonL.Shaw
Coverphotographandcoverdesigncopyright#2004,2000byAcademicPress
CD-ROM:Copyright#2004,2000byAcademicPress
Audiotrack: I.AllegroconspiritofromSonataforTwoPianosinDmajor,
K.448byWolfgangAmadeusMozart.Performedby ¨
MurrayPerahiaandRaduLupu.CourtesyofSonyClassicalE
Copyright#1985bySonyMusicEntertainment,Inc.
S.T.A.R.SoftwareconceptanddesignbyMatthewPeterson
Copyright#2004,2000byMatthewPeterson
AllRightsReserved.
Nopartofthispublicationmaybereproducedortransmittedinanyformorbyany
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CONTENTS
Foreword ix
PrefacetotheFirstEdition xi
PrefacetotheSecondEdition xiii
Acknowlegments xv
Prologue xix
I
PART
Higher Brain Function: Music, Mathematics, Chess
Chapter 1 History, Anecdotes, Correlations, and Interviews 3
Chapter 2 Spatial-Temporal and Language-Analytic
Reasoning in Learning Math and Science 17
Chapter 3 Music Enhances Spatial-Temporal Reasoning 29

Chapter 4 Implications: Scientific, Educational, Clinical 35
II
PART
Structured Brain and Symmetry
Chapter 5 Symmetry as a Common Theme 43
v
vi Contents
Chapter 6 Introduction to the Brain: Basic Brain Features
and Brain Imaging 53
Chapter 7 Mountcastle Theory of Mammalian Cortex: Internal
Neural Language of Higher Brain Function 73
Chapter 8 Trion Model and Symmetries 87
Chapter 9 Trion Music: Reasoning and Creativity 121
Chapter 10 Trion Model of Higher Brain Function: Prediction
that Music Enhances Spatial-Temporal Reasoning 141
III
PART
Tests of Predictions in Human Behavior
Chapter 11 Highly Accurate Mental Rehearsals: Correlation
with Top Performance in Sports 147
Chapter 12 Listening to Mozart Sonata (K.448) Enhances
Spatial-Temporal Reasoning: The ‘‘Mozart Effect’’ 159
Chapter 13 Music Training Enhances Spatial-Temporal
Reasoning in Preschool Children 169

Chapter 14 Music Training Plus Spatial-Temporal Training
Equals Improved Math 185
IV
PART
Tests from Brain Imaging and Animal Studies
Chapter 15 EEG and fMRI Studies of the Mozart Effect 205
Contents vii
Chapter 16 Symmetry in Primate Higher Brain Function 211
Chapter 17 Musical Structure of the Internal Neural Language
of the Brain: Using Music as the Rosetta
Stone to Help Decode this Internal Language 229
Chapter 18 Animal Behavior While Listening to Music
and Doing Higher Brain Functions 239
V
PART
The Future of Music as a Window into Higher
Brain Function
Chapter 19 Child Brain Development and Adult
Brain Reorganization 255
Chapter 20 Education: Music Training Plus Spatial-Temporal
Training Improves Math 269
Chapter 21 Clinical Implications 281
Chapter 22 The Spatial-Temporal Thinking Machine 295
Chapter 23 Thoughts 301
VI
PART
New Scientific and Educational Results

Chapter 24 Science Updates and Breakthroughs 325
Chapter 25 Revolution in Math Education 341
Glossary 357
Notes 369
References 387
Index 401
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FOREWORD
Providing a quality education for our country’s children continues to be an
enormousproblemandpriority.Inthisinformationage,mathcomprehension
and mastery play an ever increasing role. Math proficiency is no longer an
artificial barrier to success. As stressed by Robert Moses, ‘‘Algebra... now is
the gatekeeper for citizenship, and people who don’t have it are like people
whocouldn’treadandwriteintheindustrialage.’’Allchildrenmustbegiven
theopportunitytoreachtheirpotentialtothink,reason,andcreateinorderto
compete inthehigh-tech world.
Increasing standards and accountability are important common factors
discussed in math education. These factors while crucial to raising the bar
for math proficiency, do not solve the difficulties involved in having children
learn and masterdifficultmath concepts. While ‘‘drill’’methods build crucial
basic skills and enable children to pass standardized exams, the children do
not master the math concepts. Both learning basic skills and learning math
concepts are crucial in obtaining math proficiency. The consequences of not
solvingtheproblemsofprovidingqualitymatheducationisnotlimitedtothe
children who do not master math, but is truly a societal problem. The
American dreamisfor all childrento reachtheir potential.

I have spent my life and career promoting quality education for our
children:asaparent,asapublicschoolteacher,asaCaliforniastatelegislator,
andasCaliforniaSecretaryofEducation.Ihelpeddevelophighclassstandards
and high expectations for all students in their capacity to achieve and reach
their potential.
This book presents a potential solution to having all children be able to
mastermathconcepts.Theideaisthatthinkinginpictures—makingamental
imageandthinkingahead—isfamiliartoallofusineverydaylife,forexample
whenwepackthecartrunkforatrip,orprepareforasportingevent,orplan
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