本研究探討「靜聽音樂」活動對幼兒專注力提昇的成效。採用準實驗研究設計，探討實驗組與對照組幼兒在前測、後測、後後測的專注力腦波的變化差異。以136位受試幼兒為研究對象，他們來自臺北市二所國小附設幼兒園的七個常態班級、且中大班混齡編班。其中，經家長同意者，再選取一所幼兒園的四班87位幼兒為實驗組，另一所幼兒園三個班中的49位幼兒為對照組。經考驗，實驗組和對照組幼兒在性別、年齡、與家庭社經的分配上均具有同質性。實驗組幼兒接受連續六週、每週五天、每天上午主題活動前先靜聽4分35秒的《莫札特D大調鋼琴奏鳴曲》，對照組幼兒則否。受試幼兒在實驗介入前、實驗介入後、實驗介入後三週，透過NeuroSky腦波檢測儀，由幼兒閱讀故事時的專注力腦波生理回饋來反映。本研究發現：經「靜聽音樂」活動的介入，實驗組幼兒的專注度分項指標Low Beta、High Beta兩項腦波具有顯著的立即改變效果。另外，在「靜聽音樂」活動的介入後，實驗組幼兒的Low Alpha, High Alpha, Low Beta, High Beta專注力腦波指標均顯著優於活動介入前。幼兒園進行「靜聽音樂」活動對幼兒專注力的提昇具有顯著的學習成效。

The purpose of this study was to verify the Mozart effects on the preschoolers' concentration. By using the quasi-experimental design, this study explored the experimental group and the control group's variations in brain waves of the computerized biofeedback system during pre-test, post-test and post post-test. There were 163 young children from two affiliated preschoolers in Taipei City participated in this study. These children were in classes that did not adopt ability grouping and had kids ranging from 4~5 years old. With the approval from their parents, 87 children from four classes in one preschool were allocated to the experimental group, while 49 children from three classes in the other preschool were sent to the control group. The gender, age and social-economic status of these young children were equally distributed among experimental and control groups. The children in the experimental group received an intervention plan aimed at improving their focus by listening 4 minutes and 35 seconds of 《Sonata for Two Pianos in D Major, K. 448》every day in the morning, for five days a week and six consecutive weeks. The children in the control group did not receive Mozart music. We collected data on children's ability on paying attention before the intervention, after the intervention and three weeks after the intervention. The data was visualized through Neuro Sky EEG technology, showing the brainwave biofeedback when children were focused on reading. The study found that after the intervention of Mozart music, the children in the experimental group had significant and immediate change in the two attention indicators -brainwave frequencies of Low Beta and High Beta. Three weeks after the Mozart music intervention, children in the experiment group also all showed improved results in the four indicators compared to those measured before the intervention. Therefore, it is shown that Mozart music in preschools has a significant impact on improving young children's concentration.