When too much of a novel thing may be what's “bad”: commentary on Fisher, Godwin, and Seltman (2014)

Frontiers in Psychology

Kana Imuta¹ 

关键词: classroom environment;    attention;    novelty response;    children's education;    children;    learning and memory;   

DOI  :  10.3389/fpsyg.2014.01444

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

Young children's classrooms are often filled with colorful decorations. In their recent article, Fisher et al. (2014a) present evidence that these decorations may be detrimental to children's learning. Specifically, children were less likely to stay focused, and attained lower test scores, when experimental lessons were given in a “decorated classroom” compared to a “sparse classroom.” Furthermore, children's test scores were negatively correlated with the amount of time that they were distracted, suggesting a direct relationship between these two variables. Fisher et al. (2014a) concluded that “colorful visual displays may promote off-task behavior in young children, resulting in reduced learning opportunities and achievement” (p. 1368). Is too much of a good thing bad? We argue here that, perhaps, only when the good things are all too novel.

【 授权许可】

CC BY