ERIC Number: ED155543
Record Type: RIE
Publication Date: 1977-Aug
Reference Count: 0
Arousal and Hyperactivity in Open and Traditional Education.
Koester, Lynne S.; Farley, Frank H.
Farley's theory of arousal and stimulation-seeking proposes specific educational alternatives for high and low arousal and hyperkinetic children. This study tested the prediction that open classrooms provide children at the lower end of the physiological arousal continuum with enough external stimulation to reduce their overt seeking of stimulation. The reduced level of external stimulation in traditional classrooms was predicted to be more suitable for high arousal children. Subjects were 98 children in three open and three traditional classrooms. They were observed and tested on both physiological and performance measures at the beginning and end of their first year of school. Results indicated that observers and teachers identified behavior problems more readily in traditional classrooms, with clearly differentiated norms, than in open classrooms, in which a wider range of behavior is tolerated. On a measure of concentration, children in the open classrooms took longer to complete the task and made fewer errors at both times of testing. Data analyzed for subgroups of children representing extremes of the arousal level continuum revealed an interesting pattern: high arousal children showed performance decrements over time in the open classroom environment, as predicted by Farley's theory. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (San Francisco, California, August 26-30, 1977)