Pularized by Don Campbell (1993), the Mozart Effect states that playing Mozart's music to infants will increase their intelligence (IQ). Based on the original publication by Rauchter et al. (1993, 1995), who demonstrated improved spatial-temporal intelligence and reasoning on standardized tests in university students, Campbell (1993) published a book presenting the effects of increasing intelligence of the “Mozart effect”. This literature review will evaluate several studies on the Mozart effect and similar claims to determine the accuracy of the information claimed by Campbell (1993). The review will focus on the age of participants in the original reports on the Mozart effect (the use of college students), traditional versus alternative methods for increasing intelligence in infants (learning music versus listening music) as well as the accuracy of the short films. long-term or long-term experiences. In reference to intelligence, this will be defined as IQ (Intelligence Quotient), focusing on spatio-temporal results and referring to the Stanford-Binet intelligence scale. Scientific reports, journal articles, and thesis statements will be reviewed to determine the accuracy of the Mozart Effect claim. The initial article by Rauschter et al. (1993, 1995) showed that students who listened to a Mozart sonata obtained better results on spatio-temporal questions on standardized tests as well as an increase in their IQ (Rauschter et al., 1993, 1995). The sample in this study was played a Mozart Sonata for 8 minutes before an exam to test spatiotemporal response using standardized tests. The study found that after listening to Mozart, students showed better results in spatial reasoning...... middle of paper ......life. Since the original experiment by Rauchter et al. (1993, 1995), the Mozart effect was popularized by the media through companies creating CDs with Mozart music for parents to increase their child's IQ. In the scientific community, the Mozart effect has been critically contested, resulting in multiple experiments attempting to disprove the theory. Ultimately, many experiments had major flaws, with results focusing on the Mozart effect applied to adolescent or young adult students. However, evidence can be provided to demonstrate that with music instruction (learning an instrument), children can improve their IQ and learning abilities. Ultimately, it appears from the scientific literature that the Mozart Effect (infants' listening to Mozart's music) has little or no credibility or evidence to support its claim that it increases infants' IQs...