Visual Environment, Attention Allocation, and Learning in Young                     Children

Fisher, Anna V.; Godwin, Karrie E.; Seltman, Howard

doi:10.1177/0956797614533801

Cited by 203 publications

(172 citation statements)

References 28 publications

Supporting

Mentioning

149

Contrasting

Unclassified

Order By: Relevance

“…These findings support Fisher et al (2014) who showed that young TD children displayed more offtask behaviour, specifically more looking at information on the walls of the lab classroom, when the physical environment was heavily decorated. We extend this by showing this effect in TD children across a broader age range (5 to 13 years), indicating that the impact of visual displays in the classroom is not just relevant for young children, but for children throughout the primary school.…”

Section: Discussionsupporting

confidence: 85%

“…Although not associated with performance on the lesson for either group, this is something that should be followed up in future work. Fisher et al (2014) showed that looking at the heavily decorated physical classroom negatively impacted learning. A key question in the current study was whether increased attention to the HVD background impacted children's learning performance.…”

Section: Discussionmentioning

confidence: 99%

“…peers), is obviously very different to watching video lessons. Therefore, future work should try to map what has been found on the lab, both from the current study and from Fisher et al (2014), to the real classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Using eye-tracking to explore the impact of classroom visual distraction Fisher et al (2014) relied on codings of where children were looking from video recordings to measure the focus of their participants' attention. Eye-tracking offers a rigorous and precise method of measuring visual attention allocation during a task and gives an excellent measure of 'online' processing.…”

Section: Attention Distraction and Autism Spectrum Disordermentioning

confidence: 99%

“…Emerging evidence therefore highlights that visual features of primary school classrooms, specifically wall displays, have implications for attention and learning (Barrett et al, 2015;Fisher et al, 2014).…”

mentioning

confidence: 99%

See 4 more Smart Citations

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Hanley

Khairat

Taylor

et al. 2017

Developmental Psychology

View full text Add to dashboard Cite

(2017) 'Classroom displays -attraction or distraction? Evidence of impact on attention and learning from children with and without autism.', Developmental psychology., 53 (7). pp. 1265-1275. Further information on publisher's website:Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Running Head: Impact of classroom visual distraction on attention and learning in autism and typical development 2 AbstractPaying attention is a critical first step towards learning. For children in primary school classrooms there can be many things to attend to other than the focus of a lesson, such as visual displays on classroom walls. The aim of this study was to use eye-tracking techniques to explore the impact of visual displays on attention and learning for children. Critically, we explored these issues for children developing typically and for children with autism spectrum disorder (ASD). Both groups of children watched videos of a teacher delivering classroom activities -two of 'story-time' and 2 mini-lessons.

show abstract

Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Attention Distraction and Autism Spectrum Disordermentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Hanley

Khairat

Taylor

et al. 2017

Developmental Psychology

View full text Add to dashboard Cite

show abstract

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

Clinton

Morsanyi

Alibali

et al. 2016

Applied Cognitive Psychology

View full text Add to dashboard Cite

General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights.Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact openaccess@qub.ac.uk. AbstractLearning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson.Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the Many people struggle with probabilistic reasoning, especially when calculating posterior probability (Evans, Handley, Perham, Over & Thompson, 2000;Kahneman & Tversky, 1973;Stanovich & West, 1998). Posterior probability judgments require the evaluation of a hypothesis after being presented with relevant data. Such calculations can be used, for example, to judge the probability that a person who tested positive for a disease, actually has the disease. In order to make a correct judgment about this problem, people have to consider three pieces of information:(a) the true positive rate: the probability of the test giving a positive result when the person actually has the disease; (b) the false positive rate: the probability of the test giving a positive result when the person does not have the disease; and (c) the base rate/prevalence: the probability that a randomly chosen person from the population has the disease. People often fail to integrate these three pieces of information appropriately, and, thus, they often generate incorrect responses. Because of the complexity of probabilistic reasoning, teaching probabilistic reasoning is also quite challenging (Garfield & Ben-Zvi, 2008). Given the ubiquity of test results in modern society, it is important to understand this type of probabilistic reasoning (Hoffrage, Kurzenhäuser, & Gigerenzer, 2005;Kurzenhäuser & Hertwig, 2006) and to develop effective ways to instruct people about it.Visual representations,...

show abstract

Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder

et al. 2020

View full text Add to dashboard Cite

Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience—how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top‐down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31 months) and 17 children with typical development (mean age 20 months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom‐up (i.e., salience‐driven) and top‐down (i.e., language‐driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. Lay Summary This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language‐matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes.

show abstract

Visual Environment, Attention Allocation, and Learning in Young Children

Cited by 203 publications

References 28 publications

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder

Contact Info

Product

Resources

About