Think of the last time a song really moved you, or meant something to you. Listening to and playing music stimulates many different sections of the brain, affecting us physically as well. Why are we as humans so connected to music?

Making music is one of our most basic instincts. There's a reason we refer to music as the "universal language"; there has been no known human culture without music. Dancing and music came before agriculture, and possibly even before language. Bone flutes were found in Europe dating back 53,000 years ago. The head of the Biomusic program at the National Academy of the Sciences, Patricia Gray, and her colleagues comment, "The fact that whale and human music have so much in common even though our evolutionary paths have not intersected for 60 million years suggests that music may predate humans-that rather than being the inventors of music, we are latecomers to the musical scene." (Leutwyler)

Music and Childhood

We begin life being affected by music; babies first begin to respond to music while still in the womb. Whether or not it's true, everyone has heard that playing classical music for your baby supposedly helps him or her become smarter. A study done in the United Kingdom concluded that children are able to recognize and even prefer music that they had heard while in the womb up to three months before birth. Although the genera of music made no difference, the babies who were exposed to songs with a faster tempo showed a stronger preference for that song than those who had heard something slower. ("Babies Remember Music Heard in the Womb") Researchers have also found that the playing of soft background music or a mother's humming actually helps premature babies. Those who are subjected to the music tend to gain weight faster and are able to leave hospitals earlier than those who aren't. (Cromie, "Music on the Brain")

However, the study in the UK uncovered no links between babies listening to music and increased intelligence or brain development. Another experiment at the University of California at Irvine compared the puzzle-solving abilities of 3-year-olds who were given piano lessons with the ability of others who sang, used computers, or did nothing. The children studying piano were better at the puzzles. Also, high school students with a musical background seem to do better on their SATs. (Cromie, "How Your Brain Listens to Music") Whether it's natural intelligence that helps the children excel in both music and math, or the music that helps develop other areas, you can't deny the benefits of a musical background.

On the other end of the spectrum, it's possible that some music and/or lyrics could be bad for children and adolescents. The lyrics of today's popular music are increasingly explicit. A study on mass media and adolescents showed that a group of "14- to 16-year olds in 10 different southeastern cities showed that they listened to music an average of 40 hours per week." ("Impact of Music Lyrics...") Obviously, the music they are listening to plays a large part in their lives, especially influencing self-identity. So any bad influences in the music would have a very direct effect on the adolescent.

Several other experiments mentioned in the American Academy of Pediatrics' policy statement on the "Impact of Music Lyrics and Music Videos on Children and Youth" supported this idea. One study from Sweden found that children who developed a preference to rock music were more likely to be influenced by their peers than by their parents. Others showed links between a predilection for heavy metal and detrimental behaviors, including taking drugs, suicide risk, alienation, and other risk-taking habits. The AAP doesn't support the idea of censorship, but strongly encourages parents to monitor what their children are listening to. We have to ask, should we as a society look at the results of these effects on adolescents and call for regulation in the music industry?

Music and the Mind

William J. Cromie, writer for the Harvard Gazette, explains how we our brain listens to music. "Your inner ear contains a spiral sheet that the sounds of music pluck like a guitar string. This plucking triggers the firing of brain cells that make up the hearing parts of your brain. At the highest station, the auditory cortex, just above your ears, these different firing cells create the conscious experience of music. Different patterns...excite other cells, and these associate the sound of music with feelings, thoughts, and past experiences." (Cromie, "How Your Brain Listens to Music") This is just a generalized statement; the actual processes that go on are very complicated, and we don't really know all that much about them.

No single portion of the brain seems completely dedicated to our perception of music. The right side of the brain is generally associated with music and the arts, but studies done on people who have suffered brain damage show that both the right and left side play a part in musical perception. While the right side is crucial for pitch, melody, timbre, and harmony, the left side takes care of changes in intensity and frequency. Both sides need to be working together in order to correctly understand rhythm. Also, sections of the brain relating to music affect other things. For example, the part of the brain having to do with perfect pitch additionally effects speech perception. (Cromie, "Music on the Brain") Interestingly, parts of your motor system react when you are simply thinking about a rhythm, even when you're not moving.

Damage to the temporal lobes, which are part of the cerebrum and lie at the sides of the brain, can cause a disorder referred to as Amusia. People may have trouble with rhythms, recognizing melodies, singing, or playing an instrument. Sometimes the damage can cause little or no problems with hearing speech or other sounds; just music.

Carol Krumhansl of Cornell University found that different types of music directly trigger different emotions. While happiness causes you to breathe faster, sadness causes a rise in blood pressure and temperature and a slower pulse. Faster music played in a major key caused the same physical reactions associated with happiness, and slower music played in a minor key resulted in those associated with sadness. (Leutwyler) This also evokes the question of whether or not minor keys naturally sound "bad" or undesirable to everyone, or if it's simply what we've been socialized to think through the music we're used to in our particular cultures.

Music and Intelligence

Music is often used as a learning tool. If only we could memorize notes for a test as easily as we memorize popular songs on the radio! Music with a tempo of around 60 beats-per-minute can activates both the left and right sides of the brain, which assists in processing more information at once. Singing and playing an instrument also has this effect.

Listening to music that induces relaxation, such as "Mozart's Sonata for Two Pianos in D Major," before taking a test has been proven to temporarily enhance IQ and improve scores. This has since been named "The Mozart Effect." However, the effects of the music seemed to last only 10 to 15 minutes. The original experiment, published in 1993, has been under scrutiny ever since. Other researchers have tried to repeat similar tests, but have not gotten such positive results. After attempting a complete re-do of the first Mozart Effect test, scientists at Appalachian State University stated, "...there is little evidence to support basing intellectual intervention on the existence of the Mozart effect." (qtd. in Chudler)

Dr. George Lozanov, a psychologist from Bulgaria, used classical music at about 60 beats per minute to devise a better way of learning a foreign language. Using this method, students "could learn up to one half of the vocabulary and phrases for the whole school term (which amounts to almost 1,000 words or phrases) in one day." (O'Donnell) The student's retention rate was an incredible 92%, and he managed to prove that entirelanguages could be learned fairly well within thirty days with this approach!

A separate study performed in Texas tested the effect of music on vocabulary memorization among graduate students. The students were divided into three groups; two groups studied with "Water Music" by Handel playing in the background, one being asked to imagine the words while studying, the other group not. The third group was a control and wasn't asked to do anything. Groups 1 and 2 had consistently better test scores than group 3, and group 1 did better than group 2. (O'Donnell)

Albert Einstein once spoke about his theory of relativity, "It occurred to me by intuition, and music was the driving force behind that intuition." (qtd. in Green) As a child, Einstein did very badly in school, and the teachers recommended that his parents not even take the time to continue teaching him. His parents ignored the teachers and instead bought him a violin. Throughout his life, Einstein improvised on his violin in order to figure out his problems and equations, and music was a key factor helping him become the genius we now know him as. (O'Donnell)

Music and Health

Music also has unending benefits on our health. It has been proven that music reduces blood pressure. Scientists are currently testing the effects of playing music games with dyslexics, and how it may improve their reading ability. Music is used to calm Alzheimer's patients and others with age-related diseases in hospitals and nursing homes, helping to reduce and control conflicts.

Music is commonly used as a form of therapy. According to the American Music Therapy Association, founded in 1998 as a merger between the National Association for Music Therapy and the American Association for Music Therapy, music therapy can be defined as, "the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program." (AMTA Website) This is commonly used to treat everything from physical disabilities to chronic pain to brain injuries. Even healthy people can be benefited through stress reduction or the use of music to aid in childbirth. Nature and other environment sounds can also be therapeutic. Think of how relaxing the sounds of a bubbling stream, crickets chirping, or ocean waves can be. Music Therapy is considered to be one of the "expressive therapies;" others include art, dance, drama, play, writing, and humor therapy.

Although the use of music to benefit health dates back to the days of Aristotle, modern music therapy began shortly after World War II. Hospitals were hiring musicians to play for the hospitalized veterans after seeing the good affect it had on those suffering from war-related mental and emotional problems. Eventually colleges began to implement programs, and Michigan State University began the world's first music therapy program in 1944.

There are many specific reasons why music therapy works. Music with a strong beat can actually cause brainwaves to "resonate in sync with the beat, with faster beats bringing sharper concentration and more alert thinking, and a slower tempo promoting a calm, meditative state." (Scott) This can be good for you even after you stop listening, because it helps the brain in changing brainwave speed by itself later.

Researchers at the University of Toronto are developing "brain wave music" ("Brain Wave Music"), a type of music therapy that involves creating music that imitates the patterns formed by individual brain waves. The people they test the music on are given their own CD, with music made for their specific brain waves. They're hoping that this new approach may help relieve chronic insomnia, anxiety, or depression, even without the additional aid (and risk of dependency) of medication. Could you imagine going to the doctors to get a "prescription CD?"

In addition to causing positive changes in heart and breathing rates, bringing relaxation, and combating stress problems, music also brings a "positive state of mind, helping to keep depression and anxiety at bay." (Scott)

Music and Physical Activity

Mark Tramo, a neuroscientist at Harvard Medical School, commented on a study which "showed that the heart muscle of people exercising on treadmills didn't work as hard when people listened to music as it did when they exercised in silence." (qtd. in Cromie, "Music on the Brain") Researchers from Ohio State University studied patients with lung disease and found that those who listened to music "walked an average of 19 miles a week - four more miles than the control group who didn't listen to music while walking." (Bumgardner) Music affects us so much that it's being banned from sports-related activities.

Most high schools have banned listening to music while running in both track practices and meets. The body in charge of running in the US, USA Track & Field, has officially banned headphones and any kind of portable music player from all official races. One reason to justify this is the physical protection of the runners; while listening to music, they can't hear directions, and are less aware of the other runners around them. However, this is also meant to protect runners without an audio player from having an unfair disadvantage. But isn't it fair enough for every participant to be allowed to run with an audio player? If everyone has the opportunity to give themselves an advantage through music, then it's not unfair simply because some don't bring an audio player. Not all should be punished.
With today's iPods and Zunes becoming progressively smaller, how can this rule be enforced? Many people ignore the new rules, including Richie Sais, a runner in California's Marine Corps Marathon. "'I dare them to find the iPod on me,' he said, adding that he had clipped his iPod shuffle, which is barely larger than a quarter, under his shirt." (qtd. in Macur)

More and more "regular" people are participating in these types of athletic activities. The more serious and professional runners may actually prefer to run without music, but those running for fun or smaller personal goals might be turned off by these music bans. I know when I was in high school I wouldn't have made it through summer gym without Sean Paul and Aerosmith.

Conclusion

Music is invariably a crucial part of everyone's life, and has shaped the way we all live and develop as humans. If used in the right ways, it can help us learn, heal, or even make it through that last lap around the track. We still have so much to find out about the way our minds interpret music and how if effects us. Hopefully elementary and high schools will continue music programs, and post-secondary institutions will continue to research what else music can do for us.

如果認(rèn)為有一首歌真的打動(dòng)了你，或?qū)δ銇?lái)說(shuō)有某些寓意 ,聽(tīng)或者彈奏音樂(lè)會(huì)刺激大腦很多不同部位,同樣影響我們身體，為什么人類同音樂(lè)有著如此緊密的聯(lián)系呢？

音樂(lè)的創(chuàng)作是我們最基本的本能，其中一個(gè)原因是音樂(lè)是全世界的語(yǔ)言,其實(shí)大家都明白，人類文化離不開(kāi)音樂(lè) , 舞蹈和音樂(lè)產(chǎn)生在農(nóng)業(yè)出現(xiàn)以前，甚至早在語(yǔ)言形成之前，追回到53，000年前骨制笛子被發(fā)現(xiàn)在歐洲,以生物音樂(lè)為首的節(jié)目在國(guó)際科學(xué)院上演, Patricia Gray和她的同伴評(píng)論說(shuō)“ 鯨同人類的音樂(lè)事實(shí)上是如此相同，即是我們進(jìn)化的里程沒(méi)有分割為60百萬(wàn)年建議音樂(lè)可能居先人類-勝予音樂(lè)發(fā)明者,音樂(lè)先我們?nèi)祟惍a(chǎn)生（Leutwyler)

音樂(lè)和童年

音樂(lè)感染著我們的日常生活; 嬰兒對(duì)音樂(lè)的反應(yīng)是他們還在母體中. 無(wú)論這點(diǎn)是否正確, 每個(gè)人都聽(tīng)說(shuō)過(guò)為你的嬰兒彈奏古典音樂(lè)能使他或她變的更聰明，英國(guó)的一項(xiàng)調(diào)查結(jié)果顯示嬰兒能在他們未出生前的三個(gè)月里辨認(rèn)出音樂(lè)甚至喜歡音樂(lè),雖然音樂(lè)的種類沒(méi)有不同，但比起慢節(jié)奏的音樂(lè)來(lái)快節(jié)奏的音樂(lè)更受嬰兒們青睞，（嬰兒們記得自己還在母體子宮中聽(tīng)過(guò)的音樂(lè)），調(diào)查還發(fā)現(xiàn)彈奏親切悅耳的輕柔背境音樂(lè)或母親的吟唱的搖藍(lán)曲可以幫助早產(chǎn)嬰兒,那些常聽(tīng)音樂(lè)的嬰兒比起不常聽(tīng)的孩子的體重增張更快，同時(shí)身體素知更好 .( Cromie 音樂(lè)在腦海中）

然而,英國(guó)的另一項(xiàng)調(diào)查結(jié)果顯示嬰兒聽(tīng)音樂(lè)跟腦部的發(fā)育或增長(zhǎng)智力沒(méi)有聯(lián)系,加利福尼亞大學(xué)的另一個(gè)調(diào)查結(jié)果顯示在三歲孩子中比較解決疑惑問(wèn)題的能力，那些上過(guò)鋼琴課跟那些唱歌，玩電腦，或沒(méi)接受任何教育的孩子相比要好些，那些有音樂(lè)背境的高年級(jí)學(xué)生做的要好些.（Cromie 你的大腦怎樣聽(tīng)音樂(lè)）無(wú)論它是自然的一種智力幫助孩子善長(zhǎng)音樂(lè)或數(shù)學(xué)，或者是音樂(lè)幫助發(fā)展他們的其它領(lǐng)域，你不能否認(rèn)音樂(lè)背境所帶的好處.

在其它范圍里.一些音樂(lè)或歌詞會(huì)給孩子或青少年帶來(lái)壞處，今天的流行音樂(lè)歌詞逐漸的明了化,一個(gè)研究顯示在10個(gè)不同的東南部城市的大量媒體顯示一組"14 到16歲的青少年平均每星期會(huì)花費(fèi)40個(gè)小時(shí)聽(tīng)音樂(lè)" (受到歌詞影響...)顯然，音樂(lè)占用了他們大部分的時(shí)間 ,特別是影響他們的個(gè)性，所以說(shuō)任何不健康的音樂(lè)都會(huì)直接影響青少年.

美國(guó)兒童學(xué)會(huì)的其它幾項(xiàng)實(shí)驗(yàn)提到<音樂(lè)歌詞和音樂(lè)視頻對(duì)兒童及青少年的影響>，并健議推廣，來(lái)自于瑞士一家研究發(fā)現(xiàn)那些偏愛(ài)搖滾樂(lè)的孩子比起他們的父母親來(lái)更容易受到同伴的影響.其它研究顯示在偏愛(ài)電子搖滾樂(lè)和有害行為的聯(lián)系，包括吸毒,冒險(xiǎn)自殺，發(fā)生沖突及其它的一些冒險(xiǎn)行為，AAP組織不贊同這種審查結(jié)果，但還是鼓勵(lì)家長(zhǎng)監(jiān)督他們的孩子聽(tīng)的是什么內(nèi)容，我們不得不問(wèn)，我們是否應(yīng)從社會(huì)角度來(lái)觀看這些結(jié)果給青少年帶來(lái)的影響以及音樂(lè)對(duì)音樂(lè)的需求.

音樂(lè)及思維

William j 美國(guó)哈佛大學(xué)公報(bào)作者，解釋說(shuō)我們的大腦怎樣聽(tīng)音樂(lè),你的內(nèi)耳包含一個(gè)螺旋型的薄片,音樂(lè)的聲音彈撥像吉他的琴弦一樣，這種彈撥能觸發(fā)你的腦細(xì)胞開(kāi)始工作并整理你大腦的聽(tīng)力部分,在最高的位置,耳的皮層就在你的耳朵上部，這些不同的活細(xì)胞增加屬于音樂(lè)的有意識(shí)經(jīng)歷.(Cromie“ 你的大腦怎樣聽(tīng)音樂(lè)”）這只是一般話的陳述,實(shí)際過(guò)程其實(shí)很復(fù)雜，我們真的不知道更多有關(guān)它們的細(xì)節(jié). William J

大腦看起來(lái)沒(méi)有單一的部分完全致力于我們對(duì)音樂(lè)的感知，右腦一般來(lái)說(shuō)負(fù)責(zé)將音樂(lè)同美術(shù)聯(lián)系起來(lái)，但研究顯示出人們?nèi)绻�大腦受到損傷顯示左腦和右腦都具備音樂(lè)的感知力,右邊起決定性作用旋律，音色，協(xié)調(diào)，左腦的任務(wù)負(fù)責(zé)音樂(lè)的強(qiáng)度和頻率的，左腦和右腦需要同時(shí)工作才能正確判斷旋律和節(jié)奏,大腦的另一部分將音樂(lè)的感染力同其他事物聯(lián)系起來(lái) 例如，大腦的另一部分負(fù)責(zé)將音高與語(yǔ)言的感知完美的結(jié)合在一起.( Cromie 音樂(lè)在大腦中）有趣的是，當(dāng)你在腦海中反映一首旋律或節(jié)奏時(shí)你的大腦的部分發(fā)動(dòng)系統(tǒng)會(huì)迅速作出反映，即使你不去刻意的去想它.

若損壞了位于大腦旁邊的屬于大腦的組成部分葉時(shí),會(huì)引起我們提及到的失歌癥，這類人有可能在對(duì)旋律或節(jié)奏，樂(lè)曲的辨認(rèn)，唱歌，或彈奏樂(lè)器方面都會(huì)有一些困擾或不敏感，又是這種傷害對(duì)于聽(tīng)力或其他聲音的辨別有一些影響或者無(wú)影響，只是音樂(lè).

Cornell Carol Krumhansl of Cornell大學(xué)發(fā)現(xiàn)不同類型的音樂(lè)直接觸發(fā)不同的感情，當(dāng)興奮或高興時(shí)你的呼吸會(huì)加快，傷心時(shí)會(huì)引起血壓升高,同時(shí)會(huì)引起體溫降低及脈搏緩慢.快節(jié)奏音樂(lè)能能使人自然聯(lián)想起高興，愉快，同樣，慢節(jié)奏的音樂(lè)能使人聯(lián)想起悲哀，傷感,這種情況引起一個(gè)問(wèn)題就是是否未成年人本身就喜歡聽(tīng)些不健康的內(nèi)容或是有些內(nèi)容壓根就不受每個(gè)人的喜歡,或者僅僅因?yàn)槲覀円呀?jīng)將音樂(lè)與文化融為一體.

音樂(lè)與智力

音樂(lè)通常被作為一種學(xué)習(xí)工具，如果我們背誦考試中的一些內(nèi)容像記憶收音機(jī)上的一些流行歌曲一樣容易的話,音樂(lè)的速率和拍子在每分鐘60拍能同時(shí)刺激左大腦和右大腦,能幫助立即處理更多的信息,唱歌或是彈奏樂(lè)器都能起到這種作用.

聽(tīng)音樂(lè)能使人得到放松，例如‘莫扎特的D大調(diào)第二鋼琴曲’.在開(kāi)始測(cè)試前IQ已經(jīng)得到暫時(shí)提高并提高了得分，這種情況被命名為“莫扎特效應(yīng)”然而這種音樂(lè)的影響僅僅只能持續(xù)10--15分鐘，最初的試驗(yàn)被發(fā)表在1993年,自從那時(shí)至現(xiàn)在沒(méi)被關(guān)注，其他的一些研究人員已經(jīng)做了相同的測(cè)試，但沒(méi)有得到這樣肯定的結(jié)果，在企圖從新實(shí)驗(yàn)?zāi)�扎特音�?lè)效應(yīng)測(cè)試之后,科學(xué)家在Appalachoan State大學(xué)決定“有跡象表明存在著莫扎特音樂(lè)效應(yīng)影響人的潛意識(shí)的作用”（qtd.in Chudler)

一個(gè)來(lái)自于保加利亞的 George Lozanov導(dǎo)師，用每分鐘60拍的古典樂(lè)為學(xué)外語(yǔ)設(shè)計(jì)一種更好的學(xué)習(xí)方法，用這種方法，學(xué)生“在一天里能學(xué)習(xí)整個(gè)學(xué)期的一半單詞和段語(yǔ)”（總數(shù) 1000個(gè)單詞和短語(yǔ)）難以置信的是學(xué)生的單詞保留率在92%，他還設(shè)法證明用這種方法學(xué)生能在30天內(nèi)學(xué)好全部的語(yǔ)言！

一個(gè)抽樣研究小組做了一個(gè)實(shí)驗(yàn)，測(cè)試音樂(lè)對(duì)畢業(yè)生單詞記憶的影響.學(xué)生被分成三組，兩組通過(guò)用手感在后臺(tái)彈奏水音樂(lè),一個(gè)人被要求去想象所學(xué)單詞，另一組卻不同，第三組是觀察者，被要求什么也不做，第一組和第二組比起第三組的比分來(lái)就好得多，第一組比第二組做的好.(O'Donnell)

阿爾伯特愛(ài)因斯坦曾闡述他的相對(duì)論,“它發(fā)生在我身上是憑直覺(jué)，音樂(lè)的驅(qū)使力在只覺(jué)得后邊”（qtd. in Green ) 做為一個(gè)孩子，愛(ài)因斯坦在學(xué)校并不出色，老師甚至建議他的父母親不要再繼續(xù)花費(fèi)時(shí)間去教他，他的父母并沒(méi)聽(tīng)取老師的建議，反而給他買了一個(gè)小提琴,在他的一生中,愛(ài)因斯坦用他的小提琴即興創(chuàng)作以便為了為了解決問(wèn)題或?qū)ふ移胶猓�就像我們所知道的那樣音�?lè)使得他變得更富有天賦及天才.（O'Donnel)

音樂(lè)和健康

音樂(lè)同樣會(huì)給我們的身體健康帶來(lái)無(wú)窮的好處，已經(jīng)證明音樂(lè)會(huì)降低血壓.科學(xué)家最近在不善長(zhǎng)朗讀者身上用玩音樂(lè)游戲的方法測(cè)試音樂(lè)的影響力，和音樂(lè)是怎樣改善他們的閱讀能力，在一些醫(yī)院和養(yǎng)老院里，音樂(lè)也用來(lái)鎮(zhèn)定老年癡呆的病人和其他一些相關(guān)年齡帶來(lái)的疾病,幫助控制和減少一些抵逐情緒.

音樂(lè)被普遍應(yīng)用于治療的一種形式，美國(guó)音樂(lè)治療協(xié)會(huì)成立于1998年，它將國(guó)際音樂(lè)治療協(xié)會(huì)同美國(guó)音樂(lè)治療協(xié)會(huì)合并為一體,音樂(lè)治療能被定義為 "臨床的和以證據(jù)為基礎(chǔ)的音樂(lè)治療由已經(jīng)完成過(guò)音樂(lè)治療方案的專業(yè)人員來(lái)完成個(gè)性化目標(biāo)（MATA Website) 這項(xiàng)被普遍用于那些大腦受傷或慢性疼痛引起的身體上不能自理的病人，甚至身體健康的人通過(guò)減小壓力受益或者用于孩子的催生，自然和環(huán)境的一些聲音也能用與治療學(xué),想起山泉的流水聲是多么令人放松,板球的聲音，海洋里的浪濤聲，音樂(lè)治療被認(rèn)為是“充滿感情和表情的治療”其他還包括藝術(shù)，舞蹈，鼓聲，玩，寫和幽默治療.

音樂(lè)給人類健康帶來(lái)無(wú)限好處，追回到亞里斯多德時(shí)代，現(xiàn)代音樂(lè)療法開(kāi)始于第二次世界大戰(zhàn)后，當(dāng)了解到音樂(lè)療法的好處后，一些醫(yī)院雇傭一些作曲家為那些曾在戰(zhàn)爭(zhēng)中身心深受重創(chuàng)的士兵做心理治療，后來(lái)一些學(xué)院開(kāi)始實(shí)施這一方案，美國(guó)密歇跟州大學(xué)在1944年開(kāi)始了世界上的一個(gè)音樂(lè)療法計(jì)劃.

有很多獨(dú)特理由能說(shuō)明為什么音樂(lè)療法如此神奇，音樂(lè)有著強(qiáng)烈的沖擊力，事實(shí)上能引起大腦的“靈機(jī)妙想”，使其與聲音共振，快節(jié)奏聲音能集中注意力和激發(fā)更靈活的思維，慢節(jié)奏能使人冷靜，并進(jìn)入沉思狀態(tài)（Scott)當(dāng)你停止聽(tīng)音樂(lè)后對(duì)你仍會(huì)有諸多好處，因?yàn)樗�可以幫助開(kāi)發(fā)大腦想像力，多倫多大學(xué)的研究人員研究了一種“靈機(jī)妙想音樂(lè)”（靈機(jī)妙想音樂(lè)），它是一種音樂(lè)療法，涉及創(chuàng)作音樂(lè)，模仿的具有獨(dú)特模式的音樂(lè)，那些想嘗試這種特殊療法的人都找到了適合自己的音樂(lè)并灌制CD片，用音樂(lè)來(lái)啟動(dòng)他們的思維，他們希望用這種新的方法能減輕或緩解長(zhǎng)期的沮喪，消沉. 甚至沒(méi)有其他的醫(yī)療幫助（和依賴的風(fēng)險(xiǎn)）你是否想像去醫(yī)院得到一張“指定的CD片”

值得補(bǔ)充的是它還能給心臟和呼吸帶來(lái)積極的作用，帶來(lái)放松，及解決壓力等問(wèn)題，音樂(lè)也能是的大腦處于積極思考狀態(tài)，幫助遠(yuǎn)離沮喪和焦慮（scott).

音樂(lè)和體育運(yùn)動(dòng)

Mark.Tramo 美國(guó)哈佛大學(xué)一名神經(jīng)系統(tǒng)科學(xué)家推薦出了一種研究“關(guān)于人們騎健步車練習(xí)的心理音樂(lè)，無(wú)論人們是否聽(tīng)到音樂(lè)都不需要很費(fèi)力（qtd,音樂(lè)在腦海中）來(lái)自與美國(guó)俄亥俄州大學(xué)研究小組對(duì)肺病患者進(jìn)行研究，發(fā)現(xiàn)那些聽(tīng)音樂(lè)散步的病人平均每星期散步19英里 ，比起那些受限制的病人多走4英里多，（Bumgarder)音樂(lè)給了我們?nèi)绱舜蟮挠绊�，然而在體育運(yùn)動(dòng)方面，它卻受到某些限制.

大部分的高校已經(jīng)指定運(yùn)動(dòng)場(chǎng)地跑步，鍛煉或打見(jiàn)面時(shí)禁止聽(tīng)音樂(lè)，身體負(fù)責(zé)的是協(xié)調(diào)全身運(yùn)動(dòng)，在美國(guó)，官方正式禁止在公共運(yùn)動(dòng)場(chǎng)地，及比賽中禁用耳機(jī)及任何相關(guān)的便攜式音樂(lè)播放器，有理由足以證明這一措施是對(duì)運(yùn)動(dòng)員身體的一種保護(hù)，當(dāng)聽(tīng)音樂(lè)時(shí)他們就聽(tīng)不到命令，管理，也聽(tīng)不到其他隊(duì)員的提醒，但對(duì)于每個(gè)參賽運(yùn)動(dòng)員來(lái)說(shuō)不允許帶音樂(lè)播放器跑不是足夠公平的事.如果每個(gè)人有機(jī)會(huì)聽(tīng)著音樂(lè)并且真的能從中受益，這是不公平的，因?yàn)橛幸恍┤瞬�沒(méi)帶，不是所有人都應(yīng)受到懲罰.

今天的ipods和 Zunes進(jìn)步較小,這條制度怎樣被實(shí)施？人們也許會(huì)忽略新規(guī)則,包括Rchic Sais,一名保加利亞的青年Marine Crops Marathon，“我用激將法告訴他們?cè)谖疑砩险页鰅pod”他說(shuō) 他還補(bǔ)充說(shuō)將他的ipod shuffle 戴在身上，只是一個(gè)比硬幣大一點(diǎn)的東西，被在他的襯衣下邊,(qtd.in Macar)

越來(lái)越多的正式隊(duì)員正踴躍加如這一類體育活動(dòng)，更多專業(yè)長(zhǎng)跑運(yùn)動(dòng)員事實(shí)上更傾向于不聽(tīng)音樂(lè)去跑步，但那些少數(shù)將跑步作為一種娛樂(lè)的人也許被這一音樂(lè)禁令所限制.我知道在我上高校時(shí)，在夏令營(yíng)俱樂(lè)部里我無(wú)法實(shí)現(xiàn)這一計(jì)劃(沒(méi)有sean paut和AcroSmith)

音樂(lè)始終如一的是人類生活的一個(gè)重要組成部分，作為人類生活和發(fā)展的一種固定模式，如果使用恰當(dāng)，它可以幫助我學(xué)，治愈，甚至跑完跑道的最后一圈，在想象力，思維方面仍有廣闊的領(lǐng)域等待我們?nèi)ヌ剿�，音�?lè)是怎樣影響我們的，希望高校繼續(xù)推廣音樂(lè)，并宣布中等院校繼續(xù)開(kāi)設(shè)其他領(lǐng)域的音樂(lè).繼續(xù)研究音樂(lè)還能為我們做些什么.