Before the study of "Mozart Effect", many people gave various explanations for the reasons why music is helpful to other disciplines, and some studies discussed the relationship between music, intelligence and the ability of other disciplines, but they were all related studies, and they could only seek the relationship between two or more variables and could not prove the causal relationship. Roscher and Xiao's experiment is based on neuroscience. According to neuroscience research, the early experience of children determines the connection mode and apoptosis mode between brain cells (neurons). Because neural connection is the basis of intelligence formation, children's brains should provide rich early experience if they want to maximize their potential.
Therefore, Rothschild believes that there is a neural trigger model in the human brain, which serves the mutual transmission of information between different brain regions, but the rich structure and expression of music itself activate the brain model, which is conducive to solving complex reasoning problems. Jason Giessen, a neuroscientist, believes that when dealing with a thorny topic, the so-called "novice" needs to consume more energy than the "expert". In this way, assuming that music teaching can improve spatial reasoning ability, according to relevant brain science theories, we can think that students who have received music education consume less energy than those who have not received music education.
Neuroscientists believe that in order to demonstrate the Mozart effect or the relationship between music and brain function, it is necessary to use corresponding techniques for further detection, including electroencephalography (EEG), magnetic resonance (MR), positron emission tomography (PET) and so on. Thomas ·flo, david miller and Robert Barry Green were the first people to respond to the Mozart effect. The experimental methods they designed are basically the same as those of Roscher and Xiao, but the subjects are preschool children aged four or five. Divided into music teaching (experimental group) and non-music teaching (control group) two groups.
At week 7 and week 10, both groups were tested for visual spatial problems, and their brain activities were observed and monitored by EEG. The results show that there are obvious differences between the two groups, and the EEG activity in the experimental group is low when processing spatial information.