Children should be allowed to get Bored, Stand and Stare

Children should be allowed to get bored, and stand and stare, so they can develop their innate ability to be creative, an education expert says.

Dr Teresa Belton said that the assumption; children should be constantly active, could be a barrier to the development of their imagination

She quizzed author Meera Syal and artist Grayson Perry about how boredom had aided their creativity as children.

Syal said boredom made her write, while Perry said it was a "creative state".

The senior researcher at the University of East Anglia's School of Education and Lifelong Learning interviewed a number of authors, artists and scientists in her exploration of the effects of boredom.

She heard Syal's memories of the small mining village, with few distractions, where she grew up.

Dr Teresa Belton

Dr Belton said: "Lack of things to do spurred her to talk to people she would not otherwise have engaged with and to try activities she would not, under other circumstances, have experienced, such as talking to elderly neighbours and learning to bake cakes.

"Boredom is often associated with solitude and Syal spent hours of her early life staring out of the window across fields and woods, watching the changing weather and seasons.

"But importantly boredom made her write. She kept a diary from a young age, filling it with observations, short stories, poems, and diatribe. She attributes these early beginnings to becoming a writer late in life."

Meera Syal

'Reflection'
The comedienne turned writer said: "Enforced solitude alone with a blank page is a wonderful spur."

While Perry said boredom was also beneficial for adults: "As I get older, I appreciate reflection and boredom. Boredom is a very creative state."

Neuroscientist and expert on brain deterioration Baroness Prof Susan Greenfield, who also spoke to the academic, recalled a childhood in a family with little money and no siblings until she was 13 but in a very privileged household.

Grayson Perry

"She happily entertained herself with making up stories, drawing pictures of her stories and going to the library."

Dr Belton, who is an expert in the impact of emotions on behaviour and learning, said boredom could be an "uncomfortable feeling" and that society had "developed an expectation of being constantly occupied and constantly stimulated".

But she warned that being creative "involves being able to develop internal stimulus".

"Nature abhors a vacuum and we try to fill it," she said. "Some young people who do not have the interior resources or the responses to deal with that boredom creatively then sometimes end up smashing up bus shelters or taking cars out for a joyride."

Read more of this article here

Autism: Examining the Unsettling effect of a Stare or Fixed Gaze of eyes

They may seem a little unsettling but the staring eyes of this female avatar were designed to grab your gaze and hold it, and also to obligingly follow where you look. By performing these actions with people placed inside a brain scanner, she has helped to demonstrate that guiding the gazes of others activates different brain areas than following.

This could help unravel the brain activity underlying the process of "joint attention", thought to be key to complex, human social interactions. It could also offer insights into why social interactions can break down for people with autism.

Joint Attention
Joint attention – the ability and motivation to both guide and follow someone else's gaze – develops early in infants. It is considered necessary for complex social interactions, the learning of language and co-operation. For example, an eye signal from one person to another can indicate a potential meal, mate or menace.

In people with autism, joint attention seems to be abnormal, which may underpin some of the social difficulties they experience. Previously researchers have studied brain activity in people watching a video designed to engender a feeling of joint attention in the viewer. The new study is the first to separate out the processes of following and initiating joint attention.

Watch me watch her
Psychiatrist Leonhard Schilbach at the University of Cologne in Germany and his colleagues developed an avatar that can hold someone's gaze and an infrared camera that tracks the eye movement of someone watching the avatar. The system was set up inside an MRI scanner.

Then the team asked 21 healthy volunteers to use their eyes to guide the avatar's gaze towards a grey box projected on a computer screen, or to follow the avatar's gaze, while inside the scanner. The camera allows the researchers to determine when the volunteers are following the avatar's gaze and when the avatar is following theirs.

The real-time fMRI scans revealed that when the volunteers successfully got the avatar to follow their gaze, brain areas involved in reward and motivation were activated. When they followed the avatar's gaze, a different area of the brain, known to be involved in imagining what other people are thinking, was active. "It's kind of surprising that sharing something as basic as a grey square is something we enjoy," says Schilbach.

Get engaged
The finding is novel, says autism researcher Peter Mundy at the University of California, Davis, because previous studies of joint attention have not distinguished between initiating and responding.

It points to the possibility that differences in motivation to initiate joint attention "may be involved in the early social impairments of autism", he says.

Mundy adds that interactive avatars will be helpful in other areas of social psychology by allowing us to simulate social interactions and observe the neural systems they involve. "Our method is progress in the direction of studying things which stem from being engaged with another person," agrees Schilbach.

His team now plans to study the brains of people with autism as they interact with the avatar.

Journal reference: Journal of Cognitive Neuroscience, DOI: 10.1162/jocn.2009.21401