One of my sisters teaches third grade, and just before the holiday break I had the opportunity to spend some time with her class. Despite their pre-vacation excitement, they were attentive and interested in learning about psychology and language, especially since their curriculum is Spanish immersion, so they’re used to learning in their second language.
First, they experienced the Stroop effect. As a group, they scanned the array of words, saying the color of the font (not the word). They were pretty quick to recite the colors of the words in the first set.
They were quick to tell me: reading comes naturally to them, so they always want to read the word that’s written. When they’re supposed to pay attention to the color of the word, not the word itself, their brains are trying to do two things at once. They made their own Stroop materials to take home and test their friends and families, and some kids even invented variations on the original materials to see if those variations would have different effects.
For the second half of the class, we focused on metaphors. We talked about metaphors for their teacher (encyclopedia was a favorite), the cafeteria (circus and zoo were popular), and our beds (we all felt cocoon was apt).
Then they all brainstormed metaphors for their own minds, and they came up with great ones:
- dolphin (energetic and smart)
- dictionary (“dicshenary”: full of knowledge)
- Christmas tree (bright, unique, source of joy)
- bouncy ball (all over the place)
- mountain (strong and resilient)
I hope they enjoyed thinking about their minds, because I certainly did!