A 1993 report, showing that college students tested several points higher on an IQ test after listening for ten minutes to a Mozart sonata, became known worldwide as the Mozart Effect. In the years to follow, similar studies were conducted, however failed to demonstrate similar results. In 1998, the original authors published a follow-up report to explain the varied findings in relation to the studys design and procedure. More studies ensued.

Today, researchers are working to resolve the questions raised by these conflicting findings and competing theories.They are also attempting to clarify whether the Mozart Effect indeed exists. If it does exist, under what conditions? And how can the Mozart Effect be explained?

In this recent study, the author reports the results of two new meta-analyses of the Mozart Effect studies. She concludes that the Mozart Effect does indeed exist, however it is limited to a specific type of spatial task. Also, she claims the enhancing effect is not just linked to Mozarts compositions, however, some kinds of music enhance, while others do not. For example, complexﾝ symmetrical music might activate the brain's right-hemisphere which would enhance spatial tasks. Hetland states that it has not yet been determined why the effect occurs.

Finally, she believes that the Mozart Effect has fewer educational implications over the long term than originally thought. It is not yet conclusive that exposing children to classical music alone will raise intelligence or academic performance. More studies are required to discover whether or not this improved spatial-temporal reasoning leads to improved learning in specific disciplines.