Looking for Answers: The Use of “Gaze-Away” Strategies by Young Children
The following are highlights of an ASCD brief. To read the brief, visit this page.
The Study
Phelps, F. G., Doherty-Sneddon, G., & Warnock, H. (in press). Helping children think: Gaze aversion and teaching. British Journal of Developmental Psychology.
The Question
Does teaching young children to “gaze away” during cognitive challenges improve their performance?
The Context
Researchers have found that when adults are attempting to answer a challenging question they frequently look away from distractions, which may include the person asking the question or even inanimate objects, such as video cameras and computer screens. Experimental research indicates that individuals who gaze away also tend to answer moderately difficult questions more accurately than they do when asked to remain visually engaged with the questioner. Although adults and older children have developed gazing away as a cognitive strategy, younger children engage in the behavior much less. Indeed, in some interactions, educators and adults interpret gaze aversion as a sign that the child does not know the answer, and they may intervene before the student has had sufficient time to process and answer the question.
The Bottom Line
Young students may benefit from being taught to gaze away from distractions as they attempt to answer questions. Educators should be aware of gazing away as a cognitive processing strategy.
The Study
Phelps, F. G., Doherty-Sneddon, G., & Warnock, H. (in press). Helping children think: Gaze aversion and teaching. British Journal of Developmental Psychology.
The Question
Does teaching young children to “gaze away” during cognitive challenges improve their performance?
The Context
Researchers have found that when adults are attempting to answer a challenging question they frequently look away from distractions, which may include the person asking the question or even inanimate objects, such as video cameras and computer screens. Experimental research indicates that individuals who gaze away also tend to answer moderately difficult questions more accurately than they do when asked to remain visually engaged with the questioner. Although adults and older children have developed gazing away as a cognitive strategy, younger children engage in the behavior much less. Indeed, in some interactions, educators and adults interpret gaze aversion as a sign that the child does not know the answer, and they may intervene before the student has had sufficient time to process and answer the question.
The Bottom Line
Young students may benefit from being taught to gaze away from distractions as they attempt to answer questions. Educators should be aware of gazing away as a cognitive processing strategy.
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