Research on the picture-superiority effect, published by Whitehouse, Maybery, and Durkin in the British Journal of Developmental Psychology, shows that when ideas and concepts can be expressed in an image, as well as words, the brain remembers the information contained in that image to a much greater extent than in a verbal only text. Alan Pavio’s research on dual coding presents evidence that processing information both visually and verbally supports learning and retention.
Doodling builds cognitive skills – pattern recognition, image recall, analysis, comparison, synthesis, evaluation, and more – as well as conceptual understanding.įurther, integrating both words and doodles to enhance learning and memory has deep roots in cognitive psychology and neuroscience. Evidence – from investigations in education and cognitive psychology – shows that doodling enhances learning and memory. This student’s experience is supported by research. It doesn’t distract me it keeps my mind from wandering.” She said, “Doodling actually helps me stay focused. She said she could also recount what was being said throughout the lecture by looking at various parts of her abstract design. When I interviewed her and asked how she could both doodle and remember what was said, she showed me that she took brief standard notes, as required by the teacher, on a separate sheet at the same time.
I once observed a top-performing student in a residential high school for advanced math and science students doodle abstract designs while listening to high level physics lectures. Yet, I had always suspected that the students in my classes who doodled, even abstractly, had greater recall. Doodling, in the past, has had a bad rap – thought to be an idle and mindless activity at best and a distraction from more serious pursuits at worst.
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