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Helping children think: Gaze aversion and teaching
Author(s) -
Phelps Fiona G.,
DohertySneddon Gwyneth,
Warnock Hannah
Publication year - 2006
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1348/026151005x49872
Subject(s) - psychology , cognition , gaze , developmental psychology , cognitive development , face (sociological concept) , cognitive psychology , psychoanalysis , linguistics , philosophy , neuroscience
Looking away from an interlocutor's face during demanding cognitive activity can help adults answer challenging arithmetic and verbal‐reasoning questions (Glenberg, Schroeder, & Robertson, 1998). However, such ‘gaze aversion’ (GA) is poorly applied by 5‐year‐old school children (Doherty‐Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002). In Experiment 1 we trained ten 5‐year‐old children to use GA while thinking about answers to questions. This trained group performed significantly better on challenging questions compared with 10 controls given no GA training. In Experiment 2 we found significant and monotonic age‐related increments in spontaneous use of GA across three cohorts of ten 5‐year‐old school children (mean ages: 5;02, 5;06 and 5;08). Teaching and encouraging GA during challenging cognitive activity promises to be invaluable in promoting learning, particularly during early primary years.