When too much of a novel thing may be what's "bad": commentary on Fisher, Godwin, and Seltman (2014).

Kana Imuta,Damian Scarf

doi:10.3389/fpsyg.2014.01444

Kana Imuta, Damian Scarf

Open Access

https://doi.org/10.3389/fpsyg.2014.01444

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Abstract

When too much of a novel thing may be what's "bad": commentary on Fisher, Godwin, and Seltman (2014).

Highlights

Edited by: Yusuke Moriguchi, Joetsu University of Education, Japan Reviewed by: David J
A commentary on Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad by Fisher, A
Fisher et al (2014a) briefly allude to the issue of novelty in their Discussion, suggest that this cannot account for their findings. In their Discussion, Fisher et al (2014a) cites another one of their studies in which children were given lessons in a decorated classroom for 2 weeks and, when compared to behavior in the sparse classroom, children were distracted for a greater amount of time in the decorated classroom on both Weeks 1 and 2 (Godwin and Fisher, 2012)

Summary

Introduction

Edited by: Yusuke Moriguchi, Joetsu University of Education, Japan Reviewed by: David J. A commentary on Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad by Fisher, A. Rather than the irrelevance of the visual displays, it may have been the novelty that detracted children’s attention away from the lesson to the environment.

Results

Conclusion