Amicone Giulia, Petruccelli Irene, De Dominicis Stefano, Gherardini Alessandra, Costantino Valentina, Perucchini Paola, Bonaiuto Marino
Department of Psychology of Development and Socialization Processes, Sapienza University of Rome, Rome, Italy.
Department of Human and Social Sciences, Kore University of Enna, Enna, Italy.
Front Psychol. 2018 Oct 2;9:1579. doi: 10.3389/fpsyg.2018.01579. eCollection 2018.
Restoration involves individuals' physical, psychological, and social resources, which have diminished over the years in the process of meeting the demands of everyday life. Psychological restoration can be provided by specific environments, in particular by natural environments. Studies report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Two field studies in two Italian primary schools tested the hypothesized positive effect of recess time spent in a natural (vs. built) environment on pupils' cognitive performance and their perceived restorativeness, using standardized tests. In Study 1, children's psychological restoration was assessed by measuring sustained and selective attention, working memory, and impulse control, before and after the morning recess time. Team standardized playtime was conducted in a natural (vs. built) environment, and the perceived restorativeness was measured after each recess time. Results showed a greater increase in sustained and selective attention, concentration, and perceived restorativeness from pretest to posttest after the natural environment condition. In Study 2, the positive effect of free play recess time in a natural (vs. built) environment was assessed during the afternoon school time on sustained and selective attention and perceived restorativeness. Results showed an increase in sustained and selective attention after the natural environment condition (vs. built) and a decrease after the built environment break. Higher scores in perceived restorativeness were registered after the natural (vs. built) environment condition. Team standardized playtime and individual free play recess in a natural environment (vs. built) support pupils' attention restoration during both morning and afternoon school times, as well as their perceived restorativeness of the recess environment. Theoretical and practical implications are discussed in terms of nature's role both for the school ground design or redesign and for the organization of the school's activities.
恢复涉及个人的身体、心理和社会资源，这些资源在多年来满足日常生活需求的过程中已经减少。心理恢复可以由特定环境提供，特别是自然环境。研究报告了自然对人类的恢复作用，特别是在从注意力疲劳中进行心理恢复以及恢复先前在需要注意力的活动中消耗的心理资源方面。在意大利的两所小学进行的两项实地研究，使用标准化测试，检验了在自然（与人造）环境中度过的课间休息时间对学生认知表现及其感知恢复力的假设积极影响。在研究1中，通过在上午课间休息前后测量持续注意力、选择性注意力、工作记忆和冲动控制来评估儿童的心理恢复情况。团队标准化玩耍时间在自然（与人造）环境中进行，并在每次课间休息后测量感知恢复力。结果显示，在自然环境条件下，从测试前到测试后，持续注意力、选择性注意力、专注力和感知恢复力有更大的提升。在研究2中，在下午上学时间评估了在自然（与人造）环境中自由玩耍课间休息时间对持续注意力、选择性注意力和感知恢复力的积极影响。结果显示，在自然环境条件下（与人造环境相比）持续注意力和选择性注意力有所增加，而在人造环境休息后则有所下降。在自然（与人造）环境条件后，感知恢复力得分更高。在自然环境（与人造环境相比）中的团队标准化玩耍时间和个人自由玩耍课间休息，支持学生在上午和下午上学时间的注意力恢复，以及他们对课间休息环境的感知恢复力。从自然在校园场地设计或重新设计以及学校活动组织中的作用方面讨论了理论和实践意义。
