The Mozart Effect - IELTS Reading Answers with Explanation

If you start practising on a Reading passage without a clear strategy, you will find yourself losing your valuable time. Hence, creating an effective reading strategy is a must. Begin practising single reading passages, topics like ‘The Mozart Effect’ and enhance your skills to complete many more IELTS Reading practice tests.

Solving this reading passage will enhance your focus, accuracy, and comprehension skills, all of which are crucial for achieving a higher IELTS band score in the reading module.

So, why wait? Let us begin to answer the questions based on ‘The Mozart Effect’ passage and read all the tips based on each question type present in it! 

Question Types in ‘The Mozart Effect’ IELTS Reading Passage

The ‘The Mozart Effect’ is an IELTS Academic Reading passage with 13 questions. This will help you understand what kind of reading passages you will come across in your test and the questions that you will be asked to solve.

The question types in this reading passage include:

• IELTS Reading Matching Information 
• IELTS Reading Summary Completion  
• IELTS Reading True False Not Given 

Not sure how to answer IELTS Reading Matching Information questions? Check out the video below for the latest tips and strategies!

For more Summary Completion Questions practice, take a look at IELTS Reading Summary Completion Topic 1!

IELTS Reading Passage - The Mozart Effect

You should spend about 20 minutes on Questions 1-13, which are based on the Reading Passage below.

A: Musicals have often been used to treat the body for generations. Doctors sang to heal the sick, as per the Ebers (approximately 1550 BC), another of the oldest health records (Castleman, 1994). Singing has been observed as an element of healing procedures in different civilisations. However, until the invention of the radio, the use of music in healing went into decline in modern medicine. After that, researchers began to realise that playing music had substantial bodily consequences. Music has been shown to relieve stress, and researchers have shown that music might lower blood pressure. Music is often used to relieve nausea during cancer chemotherapy, after surgery to minimise stress on the endocrine system, during pregnancy, and during the rehabilitation process (Castleman, 1994; Westley, 1998). It has been demonstrated to reduce pain while also improving the defence system's efficiency. In Japan, music collections are used as a kind of therapy. For example, if you have a migraine or headache, Mendelssohn's "Spring Song," Dvorak's "Humoresque," or a section of George Gershwin's "An American in Paris" are all recommended albums (Campbell, 1998). In a concept known as the "Magnolia Effect," music is also employed to aid learning.

B: In a 1993 experiment, Frances H. Rauscher, Ph.D., proved the link between music and learning. His research showed that a 10-minute dosage of Mozart could increase intellectual capacity momentarily. After listening to quiet relaxation tapes or Mozart's "Sonata for Two Pianos in D Major" for a brief period, groups of students took IQ tests. He discovered that after quiet, the average intelligence level remained at 110, and then after relaxing tapes, the score increased by one point. But, upon playing Mozart's music, the index rose to 119. (Westley, 1998). Even pupils who disliked the music saw an improvement in their IQ scores. "Listening to complex, non-repetitive music, such as Mozart's," Rauscher proposed (Campbell, 1998). Songs can also be used to promote learning in a phenomenon known as The Mozart Effect.

C: Rauscher and Hong Hua Li of Stanford conducted the same study on rodents. Rats also showed an improvement in their intellectual abilities. According to these recent studies, rats exposed to Mozart's music had "enhanced gene transcription of BDNF (a neuronal transcription factor), CREB (a memory and cognitive molecule), and Synapsin I (a synap­tic growth protein)" in the hippocampus in comparison to rodents subjected to white noise (for instance, the whooshing sound of a V radio tuned between stations).

D: The exact mechanisms for the creation of these improved learning pathways are still being investigated by researchers. Regardless of its kind, neuroscientists believe that music can help create and maintain links among neurons in the cerebral cortex. Certain connections, such as those for heartbeat and breathing, have already been created when a newborn is born. New brain connections are generated as new evidence is acquired and mechanical abilities are developed. Neurotransmitters that are not frequently used perish, whereas those that are frequently used create strong connections. Although many of these brain connections require expertise, they must also develop within a specific time window. A youngster born with cataracts, for example, is unable to form connections in the visual brain. The child's vision develops normally if the cataracts are treated by the operation as soon as possible. Whereas if cataracts are removed just after the age of two, the child will stay blind since those routes can not form themselves.

E: Music appears to work in a similar way. A study by the University of Konstanz in Germany discovered in October 1997 that music truly rewires brain networks (Begley, 1996). While some of these networks are established for the physical abilities required to perform music, simply listening to music develops higher-order cognitive connections. Music might thus be considered "brain training," as it improves focus and intuition.

F: You're not alone if you're sceptical of the allegations made by proponents of The Mozart Effect. Numerous people attribute certain children's superior learning to other personality attributes like desire and perseverance, which are essential across all kinds of training. There've been allegations that this had an impact on the outcomes of other studies. Several people are also suspicious of the media's role in turning a single survey into a trend among families and teaching staff. After the official disclosure of The Mozart Effect, revenues for Mozart remained at the top of the charts for 3 weeks. In an essay, Michael Linton said that the study that started this phenomenon (research by scientists at the University of California, Irvine) only demonstrated a brief increase in intelligence, which was not large enough to endure the entire experiment. Music was employed to promote intelligence in Confucian civilisation, and Plato referred to Pythagorean music in The Republic when describing its ideal condition.

G: Music couldn't generate any significant changes in either of these cases, and the hypothesis ultimately died out. Linton wonders. If hearing Mozart's music boosts IQ and promotes divinity, why aren't the world's greatest and most religious people Mozart experts? "Why hasn't there been more recorded proof if The Mozart Effect generates such major effects, as Linton suggests?"

H: Although the "popularity" of the hypothesis has faded, there are many other proponents (and detractors) of the assertions made in 1993. There hasn't been a flood of evidence to back it up since that initial experiment. Many families, meanwhile, swear by The Mozart Effect after listening to classical music while pregnant or when their infants are infants. According to a student, playing music while reading will aid me in memorising. If we look at this debate from a scientific viewpoint, while there is some proof that music increases activity in the brain, real benefits in cognitive performance have yet to be proved.

Questions for Reading Passage - The Mozart Effect 

Questions 1-5

Reading Passage has eight paragraphs A-H.

Which paragraph contains the following information?

Write the correct letter A-H in boxes 1-5 on your answer sheet.

1. A description of how music affects the brain development of infants

2. The public’s first reaction to the discovery of the Mozart Effect

3. The description of Rauscher’s original experiment

4. The description of using music for healing in other countries

5. Other qualities needed in all learning

Questions 6-8

Complete the summary below.

Choose NO MORE THAN ONE WORD from the passage for each answer.

Write your answers in boxes 6-8 on your answer sheet.

Answers and Explanations of "The Mozart Effect" IELTS Reading Passage

Let us now start to cross-check your answers using the answer key below for “The Mozart Effect” IELTS Reading passage. Don’t forget to create strategies based on the feedback from this practice and master IELTS Reading question types with examples!

1 Answer: D

Question Type: Matching Information

Answer location: Paragraph D, line 2

Answer explanation: Paragraph D states that “Neuroscientists suspect that music can actually help build and strengthen connections between neurons in the cerebral cortex in a process similar to what occurs in brain development despite its type. When a baby is born, certain connections have already been made – like connections for heartbeat and breathing.“ According to Neuroscientists music can help build and strengthen connections of neurons in the brain development of infants. Hence, music affects the brain development of infants by building and strengthing connections of neurons.

2 Answer: G

Question Type: Matching Information

Answer location: Paragraph G, line 2

Answer explanation: If you read clearly, it is mentioned that “after the Mozart Effect was published to the public, the sales of Mozart stayed on the top of the hit list for three weeks.” Since Mozart’s publication stayed on the top for 3 weeks we can infer that the public’s first reaction to the discovery of the Mozart Effect was positive.

3 Answer: B

Question Type: Matching Information

Answer location: Paragraph B, line 1

Answer explanation: If you read thoroughly, the opening line of paragraph B claims that “Frances H. Rauscher, PhD, first demonstrated the correlation between mu­sic and learning in an experiment in 1993.” This line from the passage provides information about the original experiment of Rauscher, which was about the correlation between mu­sic and learning.

4 Answer: A

Question Type: Matching Information

Answer location: Paragraph A, line 9

Answer explanation: A line in the said paragraph indicates “in Japan, compilations of music are used as medication of sorts.” Other countries such as Japan, use music for the healing purpose (medication of sorts).

5 Answer: F

Question Type: Matching Information

Answer location: Paragraph F, 2nd last line

Answer explanation: In the said paragraph, you can point out that “many people accredit the advanced learning of some children who take music lessons to other personality traits, such as motivation and persistence, which are required in all types of learning.” Here, the author says that music bestows other personality traits such as motivation and persistence which are very much required (needed) in all learning.

6 Answer: short

Question Type: Summary Completion

Answer location: Paragraph B, line 3

Answer explanation:  The answer is clearly mentioned in the said paragraph and line. In the passage, it is said that “Groups of students were given intelligence tests after listening to silence, relaxation tapes, or Mozart’s “Sonata for Two Pianos in D Major” for a short time.” This line confirms that during the experiment conducted by  Frances Rauscher, a group of students (subjects) was exposed to various music like listening to silence, relaxation tapes, or Mozart for a short time (period).

7 Answer: complex

Question Type: Summary Completion

Answer location: Paragraph B, last line

Answer explanation: A few lines in said paragraph discuss that the “Rauscher hy­pothesised that “listening to complex, non-repetitive music, like Mozart’s, may stimulate neural pathways that are important in thinking” (Castleman, 1994).” Hence, we can infer that Rauscher believes that enhancement in their performance is related to the complex nature of  Mozart’s effect.

8 Answer: rats

Question Type: Summary Completion

Answer location: Paragraph C, line 1

Answer explanation: The opening line of paragraph C puts forward the information that “the same experiment was repeated on rats by Rauscher and Hong Hua Li from Stanford. ”

9 Answer: FALSE

Question Type: True/False/Not Given Question

Answer location: Paragraph B, last line

Answer explanation:  If you read thoroughly, the author in the given paragraph mentions that “listening to complex, non-repetitive music, like Mozart’s, may stimulate neural pathways that are important in thinking.” It is mentioned how Mozart’s music and classical music have different effects. Also, this line confirms only nonrepetitive music helps in brain development. 

10 Answer: FALSE

Question Type: True/False/Not Given Question

Answer location: Paragraph A, line 3

Answer explanation: The author in the given line recommends that “when a baby is born, certain connections have already been made – like connections for heartbeat and breathing. As new information is learned and motor skills develop, new neural connections are formed.” If the author is providing the information that connections are already made when the baby is born. It is incorrect to state that there is no neural connection made when a baby is born.

11 Answer: FALSE

Question Type: True/False/Not Given Question

Answer location: Paragraph F, line 1

Answer explanation: If you read thoroughly, there’s a line that claims, “if you’re a little sceptical about the claims made by supporters of the Mozart Effect, you’re not alone.” As the author is suggesting that if you feel a little apprehensive (sceptical ) about Mozart Effect then you’re not alone. Thus, we can state that there are many who question Mozart’s Effect.

12 Answer: NOT GIVEN

Question Type: True/False/Not Given Question

Answer location: N/A

Answer explanation: None of the passages confirms or denies that Michael Linton conducted extensive research on Mozart’s life.

13 Answer: TRUE

Question Type: True/False/Not Given Question

Answer location: Paragraph H, last line

Answer explanation: The answer is clearly mentioned in the said paragraph and line. In the passage, it is said that “if we approach this controversy from a scientific aspect, although there has been some evidence that music does increase brain activity, actual improvements in learning and memory have not been adequately demonstrated.” Music is also being used to assist in learning, in a phenomenon called the Mozart Effect. However, it is mentioned that memory improvement has not been adequately demonstrated, thus, it is true that there is not enough evidence in support.

Tips for Answering the Question Types in ‘The Mozart Effect’ IELTS Reading Passage

Now, let us check out some quick IELTS exam preparation tips for band score of 8+ to answer the passage question types in ‘The Mozart Effect’ IELTS Reading Answer to help you create your own strategy.

Matching Information

• For Matching Information, you must read the statements first since each one contains a very specific detail that is usually hidden deep inside a single paragraph. 
• Search for unique keywords like names, dates, numbers, technical terms, or unusual nouns. This is because the IELTS Reading passages rarely paraphrase those. 
• Never just rely on the general idea of a paragraph. Instead of it, you must scan line-by-line inside the paragraph to find out the exact detail that the statement describes. 
• When two of the statements seem to fit the same paragraph, you must reread the fine details. 
• IELTS passages often differentiate them through small contrast words like however, despite, although or in contrast, which reveal the true match.

Summary Completion

• For the summary completion questions, immediately read the instructions and find out whether the answers come from a word list or the passage. Then read the summary before scanning the reading passage. 
• Focus on the words written before and after the blank because the grammar patterns (noun before a verb, adjective before a noun, etc.) will tell you exactly what type of word you must be looking for. 
• When you scan the passage, look for the same sequence of ideas in the question summary. Because IELTS summaries always reflect the original order of the passage. 
• Be extra careful with synonyms because, often, the surrounding phrases are paraphrased, but the missing word of the blank is taken exactly from the passage. Hence, match the meaning precisely and not the words.

True/False/Not Given Questions

• For the True/False/Not given questions, you must locate the given statement in the reading passage. Then, try to compare fact to fact and not just the “similar meaning.” 
• If the reading passage directly agrees, the statement is True. If the statement contradicts even one detail in the passage, it is False. And if no clear confirmation or contradictory information appears, the statement is Not Given in the passage. 
• Avoid assumption-based thinking because the IELTS test frequently gives statements that appear reasonable but are not stated anywhere in the passage. 
• Watch for words like always, never, however, only, all, because the IELTS exam uses them to produce False or Not Given traps by subtly generalising the idea in the passage.

To conclude, achieving a higher score in the IELTS Reading test requires an essential focus on boosting your reading speed, becoming familiar with all of the types of questions, and honing your information retrieval abilities. Hence, in order to crack your IELTS Reading test on the first go, try solving more of the IELTS Reading recent actual tests, work on your comprehension skills and create your own reading success strategy!

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