What kind of music that helps us think ?
We need to work or study – but we can’t concentrate in any way, we are distracted, we are falling into a dream.
If the effort of will doesn’t help, maybe it’s worth relaxing and just turning on the music?
Baroque music awakens creativity, improves memory and relieves stress.
Some researchers attribute this to the fact that her “pulse” – a pace of 50 to 80 beats per minute – stimulates the alpha rhythms of our brain.
The Music Rhythms
These rhythms occur in the occipital lobes during periods of relaxation during wakefulness. Since stress hinders creativity, getting rid of stress, on the contrary, stimulates it.
In addition, the alpha rhythm, due to its dimensionality and clear periodicity, plays an important role in the perception and processing of incoming information.
He accompanies the processes of internal “scanning” of mental images, according to the hypothesis proposed by American psychologists William Gray Walter and Warren St McCulloch (Warren Sturgis McCulloch) * in the middle of the 20th century and which has since become generally accepted.
At the same time, the alpha rhythm is peculiar only to the human brain, in animals it is absent.
Especially good for stimulating the processes of assimilation and information processing are the works of “slow baroque” (Johann Sebastian Bach, Georg Friedrich Handel, Antonio Vivaldi).
In particular, they improve academic performance in students of mathematics. This conclusion was reached during a three-year study ** by American mathematics teachers Maya Ruvinshteyn and Leonard Parrino.
“I first heard that music can be a learning tool when I learned English,” says Maya, whose native language is Russian.
Together with her colleagues, she conducted an experiment: one group of students during the training played baroque music in the background for one month.
The second group studied (from the same teacher) without music. It turned out to be more those who liked to study (86% versus 76% in the first group) and fewer to whom it was difficult (33% versus 46%). Here are some student reviews:
- “I never liked math, but this time it’s different.”
- “I thought the music would put me to sleep, but instead I became more attentive.”
- “Usually in the classroom, someone taps with a pen, chews, chats, or whispers. But here everything is different. ”
- For more details see G. Walter, The Living Brain (Mir, 1966).
- For more information see urwebsrv.rutgers.edu/focus/article/Music%20helps%20students%20retain%20math/1779
- Dir. Gerard Corbio, 1994, Vera Velmont (Belgium – Italy – France,).
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