The Effects of Environment on Memory and Reasoning Skills: Comparing Natural and Artificial Environments

Abstract

The attention restoration theory suggests that directed attention is subject to fatigue, and the presence of nature and natural environments allows recovery from that fatigue, consequently improving cognitive function. The purpose of this study was to investigate whether the mental processes of memory and reasoning were enhanced when exercised concurrently in a natural environment outdoors vs. an artificial environment such as an indoor classroom or lecture hall. Three hundred and eighty degree-seeking students at Texas State University were tested using modified forms of the Sentence Repetition Test and the California Verbal Learning Test to test verbal memory and a modified form of the Wechsler Adult Intelligence Scale-IV Matrix Reasoning Test to evaluate nonverbal reasoning/fluid intelligence. Half of the subjects (190) were tested in their classroom at the regularly scheduled class time or one located in the same building at a predetermined date and time. Half of the subjects (190) were tested in an outdoor garden classroom at a predetermined date and time. No significant difference was found to exist between in either the memory or reasoning scores of the two groups. However, comparisons of subjects in the same demographic categories produced one significant difference. Students classified as seniors (P = 0.035) who were tested in the natural environment performed significantly better on the Sentence Repetition Test compared with those tested in the artificial environment. Research generally supports the premise that exposure to nature or natural environments can have beneficial effects on physical and mental health and also improve cognitive function. Further studies should possibly include more than one meeting time and additional testing time for participants to sit and observe in the natural vs. artificial environment before testing.