Changing Peer Perceptions and Victimization through Classroom Arrangements: A Field Experiment

The purpose of this study was to determine the effect of an experimental manipulation of distance between classmates on peer affiliations and classroom climate. Participants were 651 10-to-12 year-old children (48% boys) from 27 Grade 5 and Grade 6 classrooms of 23 schools, who were assigned to an experimental or a control condition. Peer affiliations were assessed with peer nominations and likeability ratings before and after the manipulation of distance. In the experimental condition, children who did not like each other were placed closer together for several weeks in order to promote more positive peer relations. The decrease in distance lead to higher likeability ratings for children who were perceived most negatively at the beginning of the school year. In addition, a reduction in peer-reported victimization and social withdrawal nominations was found. The results suggest that the classroom seating arrangement can be used as a tool to improve liking among peers and reduce peer-reported problem behaviors in the classroom.     

Conscious and unconscious proportion effects in masked priming

The global neuronal workspace theory [Dehaene, S., & Naccache, L. (2001). Towards a cognitive neuroscience of consciousness: basic evidence and a workspace framework. Cognition, 79, 1–37.] proposes that it is impossible for an unconscious stimulus to be used strategically to enhance task performance (bottom–up effect), while a fully consciously perceived stimulus can be used to improve task performance (top–down effect). Two experiments were designed to investigate these hypotheses. In a first experiment we investigated whether a manipulation of the proportion of Arabic/number word targets had a top–down effect. Since the subjects were fully aware of the target, we expected that this manipulation could be used to enhance task performance. In a second experiment we determined whether a manipulation of the proportion of Arabic/number word primes had a bottom–up effect. Since the subjects were unaware of the prime, we hypothesized that they would be unable to use the manipulation to enhance task performance and therefore the manipulation would have no effect. Both hypotheses were largely confirmed.     

Sustained and transient modulation of performance induced by emotional picture viewing

We investigated how viewing task-irrelevant emotional pictures affects the performance of a subsequent nonemotional visual detection task. Subjects performed target-detection trials following the offset of individual unpleasant, pleasant, and neutral pictures. Sustained interference occurred when subjects viewed unpleasant pictures (mutilated bodies) in a sequential, "blocked" fashion. Such slowing down of reaction time appeared to build up with time, consistent with the instatement of a defensive emotional state. With a randomized picture presentation, only a transient interference effect was observed, consistent with increased attentional demands during the processing of unpleasant pictures. During blocked presentation of affiliative pleasant pictures, reaction times were faster, suggesting the activation of appetitive motivational systems. Ultimately, both attentional and motivational systems are intricately tied in the brain and, together, determine behavior.     

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4–6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention.