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Children, attention, and nature: Ev...

Faber Taylor, Andrea Jean.

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Children, attention, and nature: Evidence from AD/HD and poor urban populations.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Children, attention, and nature: Evidence from AD/HD and poor urban populations./
作者:	Faber Taylor, Andrea Jean.
面頁冊數:	113 p.
附註:	Advisers: Frances E. Kuo; William C. Sullivan.
Contained By:	Dissertation Abstracts International62-08B.
標題:	Landscape Architecture. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3023213
ISBN:	0493349731

Children, attention, and nature: Evidence from AD/HD and poor urban populations.
Faber Taylor, Andrea Jean.

Children, attention, and nature: Evidence from AD/HD and poor urban populations. - 113 p.

Advisers: Frances E. Kuo; William C. Sullivan.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

Children's attentional functioning impacts both their ability to perform everyday tasks and their potential for success in life. For example, children need a robust capacity to direct their attention for academic and social success. Can nature support children's directed attention? Attention Restoration Theory (Kaplan & Kaplan, 1989; Kaplan 1995) proposes that natural environments contain qualities that foster attentional restoration by allowing directed attention to rest. A growing body of evidence with adults indicates that nature does indeed support attention. We know little, however, about nature's potential for supporting children's attention.

ISBN: 0493349731Subjects--Topical Terms:

890923
Landscape Architecture.

Children, attention, and nature: Evidence from AD/HD and poor urban populations.
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100 1 $a Faber Taylor, Andrea Jean. $3 1251861
245 1 0 $a Children, attention, and nature: Evidence from AD/HD and poor urban populations.
300 $a 113 p.
500 $a Advisers: Frances E. Kuo; William C. Sullivan.
500 $a Source: Dissertation Abstracts International, Volume: 62-08, Section: B, page: 3827.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a Children's attentional functioning impacts both their ability to perform everyday tasks and their potential for success in life. For example, children need a robust capacity to direct their attention for academic and social success. Can nature support children's directed attention? Attention Restoration Theory (Kaplan & Kaplan, 1989; Kaplan 1995) proposes that natural environments contain qualities that foster attentional restoration by allowing directed attention to rest. A growing body of evidence with adults indicates that nature does indeed support attention. We know little, however, about nature's potential for supporting children's attention.
520 $a This dissertation examines whether nature in children's everyday environments is related to their attentional functioning. Two studies were conducted, each focusing on a distinct population of 7–12 year old children. One study examined 96 children with Attention Deficit Disorder living in predominately middle and upper-class neighborhoods with relatively high levels of nature. Data were collected through a written survey and follow-up focus group. The other study examined 169 children with normal attentional functioning, living in an inner city setting with relatively low levels of nature. In this study, data were collected through one-on-one interviews and objective performance measures.
520 $a Is children's contact with everyday nature linked to their attentional functioning? This question was addressed through analyses involving both within and between-subjects comparisons, and multiple forms of everyday nature—activity setting, playspace, and residential nature. Numerous findings indicated that contact with everyday nature is related to better attentional functioning. In addition, some gender differences in the nature-attention relationship were discovered.
520 $a The studies here are among the first to provide evidence for a systematic positive link between nature and attention in children. This work also contributes to Attention Restoration Theory, and the literature on the benefits of views of nature. Implications for design of children's spaces are discussed.
590 $a School code: 0090.
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790 1 0 $a Sullivan, William C., $e advisor
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