Stephen Prentice and Tina M. Waliczek Cade in the teaching gardens at Texas State University.
Photo Credit: Jarrett Farmer
Attention Restoration Theory (ART) suggests that
directed attention is subject to fatigue, and the presence
of nature and natural environments allows recovery
from that fatigue, consequently improving cognitive
function.
In today’s educational paradigm, students no longer
learn only via in-person, face-to-face instruction.
Because of the growing demand for net-centric
instructional methodologies such as on-line courses and
the synchronous and asynchronous delivery of classes,
students often find themselves learning in the isolated
environment of a virtual classroom. In an article recently
published by the American Society for Horticultural
Science in the journal HortTechnology, ART was put to
the test.
ART is not a new concept. In 1892, William James first
posited the concept of voluntary attention. For James,
this not only meant focused concentration, but also the
suppression of potential distractions. In 1989, Kaplan
and Kaplan further expanded upon these observations
by James and others and introduced the Attention
Restoration Theory. Research on this subject has
continued through the present day.
The purpose of this study was to investigate whether the
mental processes of memory and reasoning were
enhanced when exercised concurrently in a natural
environment and in the presence of soft fascinations,
versus an artificial environment, such as an indoor
classroom or lecture hall.
The researchers in this study observed three hundred
and eighty degree-seeking students at Texas State
University.
Testing was conducted throughout the semester, based
on when instructors would allow access to their classes
and students. There were three distinct tests given to
the students, in two different environments. The tests
used were modified forms of a sentence repetition test,
a verbal test and a non-verbal reasoning with problem
solving.
One set of tests was administered in an artificial
environment, while the other was administered in a
much more natural environment. The artificial
environment was an indoor classroom. The natural
environment was outside in a small amphitheater, which
was located within a garden area that contained many
horticultural elements.
This paper explores the methodology and findings of
this testing and compares subjects from the same
demographic categories. One key finding was that
students who were in their senior year performed
significantly better on the Sentence Repetition Test in a
natural environment.
The complete article is available on the ASHS HortTechnology electronic journal web site: https://doi.org/10.21273/HORTTECH04883-21
About the American Society for Horticultural Science
Established in 1903, the American Society for Horticultural Science is recognized around the world as one of the most respected and influential professional societies for horticultural scientists. ASHS is committed to promoting and encouraging national and international interest in scientific research and education in all branches of horticulture. Comprised of thousands of members worldwide, ASHS represents a broad cross-section of the horticultural community – scientists, educators, students, landscape and turf managers, government, extension agents and industry professionals. ASHS members focus on practices and problems in horticulture: breeding, propagation, production and management, harvesting, handling and storage, processing, marketing and use of horticultural plants and products. To learn more, visit ashs.org.
