Classroom Design and Children's Attention Allocation: Beyond the Laboratory and into the Classroom

Godwin, Karrie E.; Leroux, Audrey J.; Scupelli, Peter; Fisher, Anna V.

doi:10.1111/mbe.12319

Cited by 7 publications

(4 citation statements)

References 32 publications

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“…We did not measure children's environments during learning (e.g., presence of others, presence of distractors, etc.). While we can only speculate about the role of the learning environment on learning outcomes, it is important to acknowledge that presence of distractors and even visual complexity impairs learning in classroom environments (Fisher et al, 2014;Godwin et al, 2022) and book reading contexts (Eng et al, 2020). Future research should directly measure the impact on room environmental complexity and distraction on category learning in children in online environments.…”

Section: Limitationsmentioning

confidence: 99%

Auditory Category Learning in Children With Dyslexia

Roark,

Thakkar,

Chandrasekaran

et al. 2024

J Speech Lang Hear Res

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Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information–Integration (II) category learning that is proposed to rely on procedural learning mechanisms and unaffected Rule-Based (RB) category learning that is proposed to rely on declarative, hypothesis testing mechanisms. Importantly, learning mechanisms also change across development, with distinct developmental trajectories in both procedural and declarative learning mechanisms. It is unclear how dyslexia in childhood should influence auditory category learning, a critical skill for speech perception and reading development. Method: We examined auditory category learning performance and strategies in 7- to 12-year-old children with dyslexia ( n = 25; nine females, 16 males) and typically developing controls ( n = 25; 13 females, 12 males). Participants learned nonspeech auditory categories of spectrotemporal ripples that could be optimally learned with either RB selective attention to the temporal modulation dimension or procedural integration of information across spectral and temporal dimensions. We statistically compared performance using mixed-model analyses of variance and identified strategies using decision-bound computational models. Results: We found that children with dyslexia have an apparent selective RB category learning deficit, rather than a selective II learning deficit observed in prior work in adults with dyslexia. Conclusion: These results suggest that the important skill of auditory category learning is impacted in children with dyslexia and throughout development, individuals with dyslexia may develop compensatory strategies that preserve declarative learning while developing difficulties in procedural learning. Supplemental Material: https://doi.org/10.23641/asha.25148519

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Section: Limitationsmentioning

confidence: 99%

Auditory Category Learning in Children With Dyslexia

Roark,

Thakkar,

Chandrasekaran

et al. 2024

J Speech Lang Hear Res

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“…Exogenously regulated attention is largely an automatic process evident early in development; in contrast, endogenously regulated attention is thought to emerge later in development (e.g., Diamond, 2006;Luna, 2009;Ruff & Rothbart, 2001). In formal instructional contexts, the ability to endogenously regulate attention may be crucial for learning (Erickson et al, 2015;Fisher et al, 2014) as children need to inhibit a variety of distractions commonly found in classroom environments that compete for attention including distractions from peers, the surrounding visual environment, as well as the propensity to engage in self-distractions (Godwin et al, 2016(Godwin et al, , 2022.…”

Section: Word Count 137/120-150mentioning

confidence: 99%

Comparing generating predictions with retrieval practice as learning strategies for primary school children

Carvalho,

Godwin

2024

Preprint

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This eye tracking study examines the learning benefits of two common active learning approaches — generating predictions and retrieval — for young children. Both generating predictions and retrieval practice are active learning approaches that involve generating responses and then being provided with the correct information or retrieving previously provided correct information. Participants included 90 children (mean age: 7 years; Female = 46, Male = 42). Parents reported children’s race and ethnicity as follows: 2% Asian/Pacific Islander, 5% African American, 74% Caucasian, 3% other, and 6% identified as two or more categories; demographics largely reflective of the county where the data was collected, but nevertheless the generalizability of these findings to more diverse populations may be limited. In this study, young children learned facts about insects (e.g., “insects are hard on the outside”) while we measured their attention to the lesson using eye tracking technology. Then their knowledge was assessed on an immediate test. All children were presented with the same materials but the presentation order was modified based on condition assignment. In the generating predictions condition, children saw examples of animals and were asked if an animal was an insect or they saw animals and were asked to identify which one was the insect, followed by the correct response. In the retrieve condition, the presentation order was reversed such that children first saw the correct response and then were asked if the animal was an insect or which of two examples was an insect. Results suggest that although retrieval practice results in overall better learning outcomes, generating predictions increased children's attention to the materials (d = 1.92), and among children who were able to maintain attention, learning outcomes were equal among the two conditions.

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“…A busy room can overwhelm students. Godwin et al (2022) show that students have better retention and focus in rooms that are not busy.…”

Section: Learning Spacesmentioning

confidence: 99%

Signaling an Inclusive Environment

Sherman,

Bailey

2023

The American Biology Teacher

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Teaching biology, science, or for that matter any subject involves signals of how we view and value our students and community. It is easy to send signals that students interpret differently than we intend just by a lack of awareness. Depending on your district’s culture, creating community can have different challenges. Here, we will outline two areas where everyone can adjust their signals to create an environment that is inviting to students, colleagues, and our school community. Being aware of the intellectual and physical space we are creating can encourage students to be open to learning and help them to feel valued as a part of our learning community.

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Classroom Design and Children's Attention Allocation: Beyond the Laboratory and into the Classroom

Cited by 7 publications

References 32 publications

Auditory Category Learning in Children With Dyslexia

Auditory Category Learning in Children With Dyslexia

Comparing generating predictions with retrieval practice as learning strategies for primary school children

Signaling an Inclusive Environment

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