Does playing Mozart to children make them smarter? The Mozart effect is a phenomenon that is taking both the scientific world and public opinion by storm. The controversy over the Mozart effect has allowed the misconception that listening to Mozart can improve general intelligence to spread. The term "Mozart Effect" refers specifically to the neuropsychological research paper, conducted by Rauscher, Shaw, and Ky in 1993, which reported temporary increases in college students' ability to perform spatial reasoning tasks after briefly listening to Sonata K. 448 by Mozart (Taylor & Rowe 2012). Although spatial reasoning is important for generating and theorizing solutions to problems, this alone does not mean that listening to Mozart's music will make children, or anyone else, smarter. Don Campbell (nd), of the Mozart Effect Resource Center, says that studies show that classical music has a strong effect on the intellectual development of children from an early age. Due to the inconsistency between conflicting reviews of the research and Campbell's claim, it is essential to look deeper into the research conducted on this topic to find out if Campbell's claim is accurate. To be selected for analysis in this review, the research must have been highly relevant to the topic, show a strong trend in findings, have a clearly structured argument, and be notably authoritative and credible; in such a way as to respect the author(s). Three aspects of this topic will be discussed in this report to analyze why the Mozart effect is misrepresented. We will look at the difference between listening to music and teaching music, as well as the different methodologies used in the literature, and an alternative explanation for why a temporary increase in IQ... half of the article... just him , it should be noted that just because an effect is found in a certain age group does not mean it applies to everyone. Therefore, since no tests have been performed on children regarding their spatial reasoning or intelligence, it is prejudicial to say that the given statement is true. McKelvie and Low (2002) also provide corroborating evidence that the Mozart effect does not exist in children. A mixed group of seventh and eighth grade students were placed in two different listening conditions, Mozart and Aqua (repetitive dance music), and then tested for their ability to complete a spatial reasoning task. The results showed that both the Mozart and Aqua groups similarly improved their results in the post-test situation. The design of this experiment was comparable to that of Rauscher et al. yet McKelvie and Low still couldn't replicate the original effect.