Editing Mozart effect (section)

==Popularization==
While Rauscher et al. only showed an increase in "spatial intelligence", the results were popularly interpreted as an increase in general IQ. A general Mozart effect was thus widely reported. In 1994, ''[[New York Times]]'' music columnist [[Alex Ross (music critic)|Alex Ross]] wrote in a light-hearted article, "researchers [Rauscher and Shaw] have determined that listening to Mozart actually makes you smarter".<ref>{{cite web|last=Ross|first=Alex|title=CLASSICAL VIEW; Listening To Prozac . . . Er, Mozart|url=https://www.nytimes.com/1994/08/28/arts/classical-view-listening-to-prozac-er-mozart.html|work=New York Times|date=August 28, 1994|access-date=2012-11-15}}</ref> A 1997 ''[[Boston Globe]]'' article mentioned some of the Rauscher and Shaw results. It described one study in which three- and four-year-olds who were given eight months of private piano lessons scored 30% higher on tests of spatio-temporal reasoning than control groups given computer lessons, singing lessons, and no training.

The 1997 book by Don Campbell, ''The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit'',<ref>{{cite book|last1=Campbell|first1=Don|url=https://archive.org/details/mozarteffecttapp00camp|title=The Mozart Effect : tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit|date=1997|publisher=Avon Books|isbn=978-0380974184|edition=1st|location=New York|via=[[Internet Archive]]}}</ref> discusses the theory that listening to [[Mozart]] (especially the piano concertos) may temporarily increase one's [[IQ]] and produce many other beneficial effects on mental function. Campbell recommends playing specially selected classical music to infants, in the expectation that it will benefit their [[neural development|mental development]].

After ''The Mozart Effect'', Campbell wrote a follow-up book, ''The Mozart Effect For Children'', and created related products. Among these are collections of music that he states harness the Mozart effect to enhance "deep rest and rejuvenation", "intelligence and learning", and "creativity and imagination". Campbell defines the term as "an inclusive term signifying the transformational powers of music in health, education, and well-being. It represents the general use of music to reduce stress, depression, or anxiety; induce relaxation or sleep; activate the body; and improve [[memory]] or [[awareness]]. Innovative and experimental uses of music and sound can improve listening disorders, [[dyslexia]], [[ADHD predominantly inattentive|attention deficit disorder]], [[autism]], and other mental and physical disorders and diseases".<ref name="campbell">{{cite book |last=Campbell |first=Don |title=The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit |year=1997 |publisher=HarperCollins |isbn=0-380-97418-5 |url=https://archive.org/details/mozarteffecttapp00camp }}</ref>

These theories are controversial. The relationship of sound and music (both played and listened to) for cognitive function and various physiological metrics has been explored in studies with no definitive results.