涂鸦和坐立不安-传统上在教育环境中被视为注意力不集中和课堂行为不良的标志-最近被认为是通过减少无聊及其对记忆的负面影响来提高表现的可能途径。然而,令人惊讶的是,缺乏对这种可能性进行良好控制的研究,尽管在教室环境中广泛采用了fidget玩具和涂鸦练习。在这里,我们报告了两个实验(总N=222),评估涂鸦对无聊的影响,注意,走神,以及随后的听觉信息回忆。在实验1中,参与者首先听了一个15分钟的讲座,该讲座会引起无聊。此后,他们被要求从简短的语音邮件中记下重要信息,他们在涂鸦(为形状添加阴影)或在笔记之间无所事事时收听。在实验2中,参与者在以下四个条件之一下聆听了同一讲座的45分钟部分:结构化涂鸦(即,形状上的阴影),非结构化涂鸦,记笔记,或者只听。思想调查评估了自我感知的状态无聊水平,走神,和整个讲座的注意力。在整个研究中,与其他条件相比,涂鸦既不会减少无聊或走神,也不会增加对信息的关注或保留。相比之下,对于那些只专注于记笔记的人,注意力和测试表现最高(无聊和走神最低)。
Doodling and fidgeting-traditionally viewed in educational contexts as markers of inattention and poor classroom behaviour-have more recently been considered as possible routes to improve performance by reducing boredom and its negative impact on memory. However, there is a surprising lack of well-controlled studies examining this possibility, despite the widespread adoption of fidget toys and
doodling exercises within classroom settings. Here we report two experiments (total N = 222) that assess the impact of
doodling on boredom, attention, mind-wandering, and subsequent recall of auditory information. In Experiment 1, participants first listened to a 15-min section of a lecture known to induce boredom. Immediately thereafter they were asked to jot down important information from a short voicemail that they listened to while either doodling (adding shading to shapes) or doing nothing in between note-taking. In Experiment 2, participants listened to a 45-min section of the same lecture under one of four conditions: structured doodling (i.e., shade in shapes), unstructured
doodling, note-taking, or listen-only. Thought probes assessed self-perceived levels of state boredom, mind-wandering, and attention throughout the lecture. Across studies,
doodling neither reduced boredom or mind-wandering nor increased attention or retention of information compared with other conditions. In contrast, attention and test performance were highest (and boredom and mind-wandering lowest) for those focused solely on note-taking.