UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Is Classroom Noise Always Bad for Children? The Contribution of Age and Selective Attention to Creative Performance in Noise

Massonnie, J; Rogers, CJ; Mareschal, D; Kirkham, NZ; (2019) Is Classroom Noise Always Bad for Children? The Contribution of Age and Selective Attention to Creative Performance in Noise. Frontiers In Psychology , 10 , Article 381. 10.3389/fpsyg.2019.00381. Green open access

[img]
Preview
Text
Is Classroom Noise Always Bad for Children The Contribution of Age and Selective Attention to Creative Performance in Noise.pdf - Published version

Download (1MB) | Preview

Abstract

Creativity is considered an important skill in learning but little is known about the environmental factors affecting it in classroom settings. Extending adult findings, this study assessed whether moderate multi-talker noise promotes children’s creativity, and whether this is modulated by children’s age, working memory, and selective attention. Forty-four elementary school children between 5 and 11 years of age, divided into younger and older age groups, participated in this within-subjects’ study. The children completed two idea generation tasks; each participant performed the task both in silence and in moderate (64 dB) classroom noise. Selective attention skills, verbal and visuospatial working memory were assessed with behavioral tasks. Results showed that there were no conditions in which classroom noise promoted children’s creativity whilst some negative effects of noise were observed. Younger children (between 5 and 8 years of age) with low selective attention skills were especially at risk: they gave fewer ideas in the presence of noise, and these ideas were rated as less original. Children with good selective attention skills were globally protected against the effects of noise, performing, similarly, in silence and noise. Future studies about children’s specific creative strategies might help shed light on the mechanisms underlying these effects.

Type: Article
Title: Is Classroom Noise Always Bad for Children? The Contribution of Age and Selective Attention to Creative Performance in Noise
Open access status: An open access version is available from UCL Discovery
DOI: 10.3389/fpsyg.2019.00381
Publisher version: https://doi.org/10.3389/fpsyg.2019.00381
Language: English
Additional information: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. http://creativecommons.org/licenses/by/4.0/
Keywords: classroom noise, executive functions, creativity, selective attention, working memory
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10086545
Downloads since deposit
3Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item