1. Encouraging gaze aversion – a strategy to improve primary children’s learning For further school friendly resources visit www.curee.co.ukwww.curee.co.uk

2. About the study  This UK study investigated the impact of training children to use gaze aversion (looking away) to see how it would affect their problem-solving abilities.  The researchers gave Year 1 children verbal and arithmetic questions and videoed them while they solved the problems

3. What is gaze aversion?  Gaze aversion means deliberately looking away to support thinking. This happens when people are concentrating, reflecting or speaking. For example, gaze aversion is likely to occur when someone is searching their memory or doing mental arithmetic  Previous research has shown that gaze aversion while thinking can help performance when working on challenging problems

4. How did gaze aversion affect pupils’ problem-solving?  The test group, which had been trained to use gaze aversion, used gaze aversion more than the control group.  The test group answered questions more accurately: Test group = 72.5%; control group = 55.9%

5. How were the pupils trained|?  Pupils in the test group were asked to look away (avert their gaze) after they had been asked a question and then to respond with an answer

6. Natural developments of gaze aversion in Year 1 pupils  The study also found that pupils naturally use gaze aversion more frequently as they move through Year 1

7. Why is gaze aversion potentially helpful to pupils when they tackle problems?  By averting their eyes from other people’s faces and other stimuli such as TV, pupils are less likely to be diverted from their thinking

8. About the project  Twenty Year 1 pupils were selected from primary schools in Stirlingshire – ten acted as the test group who were trained to use gaze aversion  The other ten pupils acted as the control group and received no training  Pupils were tested individually (15 minutes tests) – equal number of easy and difficult questions  Researchers sat less than one meter from the pupil and maintained their gaze on the pupil’s face throughout the test. A video recording was used to analyse the frequency of gaze aversion

9. What kinds of verbal questions were the pupils asked?  Easy: –What is a dog? –Tell me the colour of the sea?  Moderately difficult: –What is a telescope? –Tell me the seven days of the week

10. What kinds of arithmetic questions were the pupils asked?  Easy: –1+1=? –Count to 10  Moderately difficult: –4+4=? –2x3=? –Count backwards from 10

11. How can teachers use the evidence in this study?  Gaze aversion was linked to success in tackling problems for young children. How might you incorporate gaze aversion into problem-solving activities with your pupils?  Could you ask pupils who seem to use it successfully to describe what they do and how it could help others?

12. How can school leaders use the evidence in this study?  The study showed the positive impact of encouraging young pupils to use gaze aversion. How could you make information available to your staff about the potential benefits of this technique for pupils?  Would staff be interested in meeting to discuss their ideas and experiences of gaze aversion and to explore its potential?

13. Follow-up reading  Study reference: Phelps, F. G.; Doherty-Sneddon, G.; and Warnock, H. Helping children think: deliberately averting your gaze as a learning strategy British Journal of Developmental Psychology, Vol 24, 2006, pp.577-588  You might like to read more about the research: http://www.psychology.stir.ac.uk/staff/lcalderwood/Gaze AversionResearch.htm http://www.psychology.stir.ac.uk/staff/lcalderwood/Gaze AversionResearch.htm http://www.psychology.stir.ac.uk/staff/lcalderwood/Gaze AversionResearch.htm

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