UNIVERSITY OF MICHIGAN CAMPUS TREES
Psychological Benefits:
- Interaction with nature can promote improved cognitive functioning. The source of this improvement is its restoration of directed attention. Involuntary attention involves attention that is captured by interactions that are inherently interesting, while directed attention requires cognitive processes to maintain attention. Interacting with nature activates the involuntary attention, allowing time for the restoration of the directed attention, which research has shown is very important for success in overall cognitive and emotional functioning. Therefore, one should be able to perform better on tasks requiring directed attention, after interaction with nature.
- This was tested in an experiment by Marc Berman, John Jonides and Stephen Kaplan:
- 38 University of Michigan Students were asked to perform a task requiring directed-attention called a backwards digit-span task. They then performed a task designed to suppress the information in their short-term memory.
- They were then randomly assigned to take a 50-55 minute walk in the Arboretum at University of Michigan or to walk in downtown Ann Arbor. The Arboretum is tree-lined and secluded, while downtown is lined with University buildings and traffic-heavy.
- After the walk, the participants performed the backwards digit-span task once again. Performance on the task significantly improved when the participants took the walk through nature, not through downtown.
- “These experiments demonstrate the restorative value of nature as a vehicle to improve cognitive functioning”
(Berman, 2008)
- Research has linked nature with restoration of mental fatigue and stress reduction. This experiment showed a consistent positive relation between exposure to nature and student performance.
- 101 public high schools were used for this study
- Students’ exposure to nature in each high school was measured by views of nature from school buildings, vegetation levels on that campuses, and students’ potential access to the nature.
- Overall, the results showed that landscapes with higher amounts of trees and shrubbery were correlated with higher performance scores of the students.
- Schools with large open spaces, such as parking lots and lawns, that did not have trees were correlated with low student performance and higher crime rates.
- Schools with access to windows in classrooms that provided nature views were correlated with higher scores on standardized tests and less behavioral problems. These students were also less stressed and were happier with their school environment.
(Matsuoka, 2010)
- Studies have also shown that classroom settings with view of nature can improve academic achievement. A study conducted by the Heschong Mahone Group in 2003 found a positive correlation between ample views of nature in classrooms and higher standardized test scores.
- Approximately 10,000 students in 3rd to 6th grade were examined for this study
- Ample views were defined as 100 sq. ft. of window area or more per classroom that included vegetation (i.e. trees, shrubbery, etc.), human activity (ie parks, etc.), and objects in the far distance
- In addition to generally aiding in concentration, interaction with nature can actually help lessen the symptoms of ADHD. A study conducted by Kuo and Taylor in 2004 found a correlation between exposure to nature and mitigated ADHD symptoms.
- The study looked at 452 children, comparing the severity of ADHD symptoms after activities in either "green" outdoor settings, built outdoor settings, or indoors.
- Parents were asked to measure their children's ADHD and were taught to assess four easily observable symptoms: difficulty in remaining focused on unappealing tasks, difficulty in completing tasks, difficulty in listening and following directions, and difficulty in resisting distractions.
- The results showed that green outdoor activities reduced symptoms significantly more than the activities held in built outdoor or indoor settings, even when the activities were matched across settings. Results were also consistent across different factors such as gender and age.
(Kuo & Taylor, 2004)
- The results showed that classrooms with ample views were associated with higher student performance, including higher standardized test scores
- Among other recommendations, the authors suggests schools plant strips of trees outside classrooms
(Heschong Mahone Group, 2003)
Educational Benefits: