Introduction
Doodling, often dismissed as a mindless activity, has recently gained attention for its potential cognitive benefits. Andrade (Andrade, 2010) demonstrated that doodling while listening to a monotonous, irrelevant auditory message helped adults to concentrate and recall more information compared to non-doodlers. This study aims to explore whether the same effects can be observed in children, a group that may respond differently to both the task and the activity of doodling. Additionally, the setting of the study was adjusted to reflect a more naturalistic environment, with the activity conducted in a classroom setting with a normal tone of voice. We hypothesized that doodling will improve recall of the relevant material while listening to a recorded message, and that this effect will be more pronounced in the doodling group as compared to the control group.
