The fourth and fifth graders showed slight improvements in the Mozart and
silence groups but scored highest in the Shostakovich groups, indicating that the students
were aroused by the Shostakovich selection. In looking at improvements in scores
among the three treatment groups, the researcher found that the second graders were
distracted by the music, but that the third grader's scores improved following Mozart,
(offering support for the Mozart Effect and Trion theory). The fourth and fifth graders
improved best following Shostakovich, indicating support for the Cognitive Arousal
Theory.