Stimulation of salmon larvae by electric current led further to unstable character of reactions in the open field. Acoustic stimulation both by tonal and musical signals favourably influenced the behaviour in the open field and the ability to elaborate conditioned reflexes. Changes of the content of nucleic acids were not found in the brain tissue but were found in the muscles, where they correlated with the growth speed and motor activity of the experimental fishes. The obtained data show the possibility of elaboration of applied methods of the control of CNS development and behaviour of young fishes at fishing plants.

Hearing causes brain cells (neurons) to connect and neural networks to form. Advanced brain-scan technology and neuroscience research reveal that when children participate in music, the brain "light[s] up like a Christmas tree" in many different areas (Parr, Radford, & Snyder 1998, cited in Isenberg & Jalongo 2001, 159). The growing neural networks eventually become the foundations upon which all other learning is based.

OBJECTIVES: Interventions that reduce the magnitude of cardiovascular responses to stress are justified, at least in part, by the notion that exaggerated responses to stress can damage the cardiovascular system. Recent data suggest that it is worthwhile to explore, in addition to the magnitude of the cardiovascular responses during stress (reactivity), the factors that affect the return to baseline levels after the stressor has ended (recovery). This experiment examined the effect of listening to music on cardiovascular recovery. DESIGN AND METHOD: Participants (N = 75) performed a challenging three-minute mental arithmetic task and then were assigned randomly to sit in silence or to listen to one of several styles of music: classical, jazz or pop. RESULTS: Participants who listened to classical music had significantly lower post-task systolic blood pressure levels (M = 2.1 mmHg above pre-stress baseline) than did participants who heard no music (M = 10.8 mmHg). Other musical styles did not produce significantly better recovery than silence. CONCLUSIONS: The data suggest that listening to music may serve to improve cardiovascular recovery from stress, although not all music selections are effective.

There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial plus Classical Music background. Guttman scales were created to measure both quality of painting and, separately, classroom behaviour, weekly, for six consecutive weeks. A mixed between-within subjects ANOVA (General Linear Model, repeated measures with SPSS) found: (1) that interaction effects did not reach significance; (2) a significant main effect for method of teaching on painting quality, and on classroom behaviour, with the Pictorial and Classical Music method being significantly better; (3) a significant main effect for practice over the six weeks on painting quality, with the Pictorial and Classical Music method being significantly better; and (4) a non-significant main effect for practice over the six weeks on classroom behaviour. Teachers in special schools should try playing classical music as background during the painting sessions of their students, not only to improve painting quality, but also to improve student attitude and behaviour in class.

The article focuses on how piano teachers can make piano lessons attractive to potential students and maintain their interest in music. Piano teachers are faced with the difficult task of enticing new students because of their negative perception of learning music brought about by an inherited dislike for classical music. The author suggests that piano teachers need to stop using the terms "classical" and "popular," for labeling music as it tends to alienate a particular segment of potential students. Another point to consider is to remove any association between styles of music and styles of learning, so as to show the student that there are different ways in learning and performing music.