Document Type
Article
Publication Date
4-28-2017
Publication Title
Psychological Thought
Volume
10
Issue
1
First page number:
206
Last page number:
216
Abstract
Previous research has documented a positive effect of doodling on individuals’ ability to recall information. However, previous research is limited to structured doodling tasks, such as shading in basic shapes. The present study extends the extant research, and increases the external validity of the previous findings, by considering the effects of multiple forms of doodling on recall. In this experimental study, ninety-three undergraduate participants were randomly assigned to one of 4 conditions (control, structured doodling, unstructured doodling, or note-taking). Participants listened to a fictional dialogue between 2 friends discussing a recent earthquake and then completed a fill-in the blank quiz to test their recall of the conversational information. The results indicated that participants in the unstructured doodling condition performed significantly worse than those in the structured doodling and note-taking condition.
Keywords
Attention; Cognition; Doodling
Disciplines
Educational Psychology
File Format
application/pdf
File Size
354 Kb
Language
English
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Repository Citation
Boggs, J. B.,
Cohen, J. L.,
Marchand, G. C.
(2017).
The Effects of Doodling on Recall Ability.
Psychological Thought, 10(1),
206-216.
http://dx.doi.org/10.5964/psyct.v10i1.217