Here's Looking at You

Fascinating new eye-contact study challenges conventional wisdom.

Brand-new research shows that some students actually process information better if they look away from the teacher. This is particularly important because we often equate a child who is not looking at a teacher, as a child who is not listening. It is good to encourage your child to watch the teacher as they give instruction, but it is also okay for them to look away while they are processing or formulating an answer.

Even in light of this great study, I want to encourage you to remind your children that eye contact is still important in our culture. More than anything it shows respect, so we would all be wise to help our kids understand that. This study refers to ADHD, but the point is valid for all types of learners. I have included part of the article and a link below.

My daughter's second grade teacher actually admitted to me (during parent teacher conferences) that she was frustrated that she couldn't "catch" my daughter not listening. She was very irritated that my daughter's gaze would wander; but every time she questioned her, my daughter could repeat back everything she had said.

Have any of you had an experience regarding eye-contact that you would like to share?

Looking For Attention

Source: Medical News Today

Children with ADHD need to look away from faces longer so that they can think. While it may seem that they are not paying attention, these children may find it easier to concentrate by averting their gaze. This is the finding of research by Dr Gwyneth Doherty-Sneddon of the University of Stirling, presented on Wednesday 29 August 2007 at the British Psychological Society's Developmental Section Annual Conference being held at the University of Plymouth. When we think we often look away from the face of the person we are talking to. Dr Doherty-Sneddon has carried out many studies looking at how gaze aversion actually helps children to think...

[click link for full article]

http://www.medicalnewstoday.com/articles/81242.php

British Psychological Society