Girls and Greenery

Girls and GreeneryGirls and Greenery

A study conducted byA study conducted by

Andrea Faber Taylor, Frances E. Kuo, Andrea Faber Taylor, Frances E. Kuo, and William C. Sullivanand William C. Sullivan

Natural Resources & Environmental SciencesUniversity of Illinois at Urbana-Champaign

With funding fromWith funding from• The Cooperative State Research, Education

and Extension Service, U.S. Department of Agriculture

• The USDA Forest Service Urban and Community Forestry Program on the recommendation of the National Urban

and Community Forestry Advisory Council

Take home messageTake home message

Take home messageTake home message

Girls with a view of nature at home scored higher on tests of self-discipline.

Presentation outlinePresentation outline

• Why Study Girls and Greenery?• The Approach• The Findings• So What?

Why Study Girls and Why Study Girls and Greenery?Greenery?

Inner-city girls are prone to risky Inner-city girls are prone to risky behaviors:behaviors:

• academic underachievementacademic underachievement

• juvenile delinquencyjuvenile delinquency

• teenage pregnancyteenage pregnancy

• substance abusesubstance abuse

To avoid these problem To avoid these problem behaviors, girls need to have behaviors, girls need to have self-discipline.self-discipline.

Daily exposure to greenery Daily exposure to greenery may boost girls’ may boost girls’ self-discipline.self-discipline.

Exposure to greenery enhances the Exposure to greenery enhances the ability to deliberately pay attention…ability to deliberately pay attention…

GreenerViews

Better attention

One explanation for how greenery One explanation for how greenery improves attention comes from improves attention comes from Attention Attention Restoration TheoryRestoration Theory

(Kaplan, S. 1995)

Green views

Better attention

According to According to Attention Restoration Attention Restoration TheoryTheory• Nature is engaging, so attracts our attention Nature is engaging, so attracts our attention effortlessly.effortlessly.• This allows deliberate attention to rest.This allows deliberate attention to rest.• Restored deliberate attention is then available Restored deliberate attention is then available when needed.when needed.

If our deliberate attention is restored, If our deliberate attention is restored, then our capacity for self-discipline then our capacity for self-discipline should benefit. should benefit.

Better attention

Greaterself-discipline

Self-discipline exists in three forms:Self-discipline exists in three forms:

• concentrationconcentration



• impulse inhibitionimpulse inhibition



• impulse inhibitionimpulse inhibition

• delay of gratificationdelay of gratification

The following study explored whether The following study explored whether exposure to greenery does lead to exposure to greenery does lead to greater self-discipline in children.greater self-discipline in children.

Green views

Better attention


The ApproachThe Approach

• buildings are similar; only the quantity of buildings are similar; only the quantity of nearby vegetation differsnearby vegetation differs

The Robert Taylor Homes were chosen The Robert Taylor Homes were chosen as a research site becauseas a research site because


• residents are randomly assigned to residents are randomly assigned to buildingsbuildings



• residents are randomly assigned to residents are randomly assigned to buildingsbuildings

• residents have similar characteristicsresidents have similar characteristics


The participants wereThe participants were

• recruited by door-to-door interviewersrecruited by door-to-door interviewers



• 169 mother or primary care-giver and child 169 mother or primary care-giver and child (7-12 year old) pairs(7-12 year old) pairs



• 169 mother or primary care-giver and child 169 mother or primary care-giver and child (7-12 year old) pairs(7-12 year old) pairs

• from 12 buildings that represented the full from 12 buildings that represented the full range of amount of nature visible from homerange of amount of nature visible from home

For each mother-child pair, the trained For each mother-child pair, the trained resident interviewerresident interviewer

• asked the mother or care-giver to give both a asked the mother or care-giver to give both a “green” rating and a “built” rating of their “green” rating and a “built” rating of their apartment’s views.apartment’s views.

Data collectionData collection

Barren Views Green Views



For each mother-child pair, the trained For each mother-child pair, the trained resident interviewerresident interviewer

• asked the mother or care-giver to give both a asked the mother or care-giver to give both a “green” rating and a “built” rating of their “green” rating and a “built” rating of their apartment’s views.apartment’s views.

• administered standardized tests of administered standardized tests of self-discipline to the childself-discipline to the child

The standardized tests included tasks The standardized tests included tasks that measured the ability tothat measured the ability to

• concentrateconcentrate

• inhibit impulsesinhibit impulses

• delay gratificationdelay gratification


Children tested on• concentration• impulse inhibition• delay of gratification

Adults asked, “How natural is your view?”

Green views


The FindingsThe Findings

For girls, was self-discipline For girls, was self-discipline related to the amount of related to the amount of greenery in views from greenery in views from home?home?

All forms of self-discipline were All forms of self-discipline were related to green views from homerelated to green views from home

-1

-.5

0

.5

1

1.5

2

1 2 30 4

-.5

1.5

1 2 3

-1

0

.5

1

2

0 4

-1

-.5

1.5

1 2 3

0

.5

1

2

0 4

Greenness of Apartment Views

Barren Very green

Barren Very green

Barren Very green

Concentration Impulse inhibition

Delay of gratificationHigh

scores

Low scores

Test scores

-1

-.5

0

.5

1

1.5

2

1 2 3

Greenness of Apartment Views

0 4

High scores

Low scores

Combined self-discipline test scores

Barren Very green

Self-discipline increases as the Self-discipline increases as the greenness of the view increasesgreenness of the view increases

On average, the greener a girl’s view On average, the greener a girl’s view from home:from home:

• the better she concentratesthe better she concentrates

• the less she acts impulsivelythe less she acts impulsively

• the longer she delays gratificationthe longer she delays gratification

……in short, the better her in short, the better her self-discipline.self-discipline.

For boys, self-discipline was For boys, self-discipline was not affected by the view from not affected by the view from home.home.

For boys, self-discipline was For boys, self-discipline was not affected by the view from not affected by the view from home… why not?home… why not?

Two studies Two studies havehave shown that shown that boys’ attention is better after boys’ attention is better after playing in greener places.playing in greener places.

Nature may affect Nature may affect boys just as much as boys just as much as girls. girls.

But because boys But because boys spend less time at spend less time at home than girls, home than girls, near-near-home home nature affects nature affects boys less.boys less.

Future studies may find that Future studies may find that boys’ self-discipline is related boys’ self-discipline is related to the amount of nature in their to the amount of nature in their play area – wherever that isplay area – wherever that is..

So What?So What?

Lack of self-discipline Lack of self-discipline may play a key role in:may play a key role in:• teenage pregnanciesteenage pregnancies• juvenile delinquenciesjuvenile delinquencies• substance abusesubstance abuse• academicacademic underachievementunderachievement

A self-disciplined girl A self-disciplined girl will better handlewill better handle• peer pressurepeer pressure• sexual pressuresexual pressure• challenging situationschallenging situations

And, she willAnd, she will• make more thoughtful choicesmake more thoughtful choices• do better in schooldo better in school

Since greenery near home Since greenery near home increases self-discipline in increases self-discipline in girls…girls…

And greenery in usual play And greenery in usual play areas may eventually be areas may eventually be shown to improve self-shown to improve self-discipline in boys…discipline in boys…

We should provide access to We should provide access to green views for all children.green views for all children.

Ideas for parents, caregivers, and Ideas for parents, caregivers, and homeowners:homeowners:• Encourage girls to study or play in rooms Encourage girls to study or play in rooms

with a view of naturewith a view of nature



• Encourage children to play in green spaces Encourage children to play in green spaces and advocate recess in green school yardsand advocate recess in green school yards



• Encourage children to play in green spaces Encourage children to play in green spaces and advocate recess in green school yardsand advocate recess in green school yards

• Plant, value, and care for trees at your Plant, value, and care for trees at your residence and in your communityresidence and in your community

Caring for trees means caring Caring for trees means caring for people!for people!

To share this information To share this information with otherswith others

• • Copies of this presentation and other, written Copies of this presentation and other, written materials for nonscientific audiences may be obtained materials for nonscientific audiences may be obtained at <www.herl.uiuc.edu> at <www.herl.uiuc.edu>

• • To quote this information in print, please consult the To quote this information in print, please consult the original scientific journal article: original scientific journal article: Faber Taylor, A., Kuo, F.E., Sullivan, W.C. (2002). Views of Faber Taylor, A., Kuo, F.E., Sullivan, W.C. (2002). Views of nature and self-discipline: Evidence from city children. nature and self-discipline: Evidence from city children. Journal Journal of Environmental Psychologyof Environmental Psychology, 22, 49-63., 22, 49-63.

Available at www.herl.uiuc.eduAvailable at www.herl.uiuc.edu

On the risks faced by inner city childrenOn the risks faced by inner city childrenBerrueta-Clement, J.R. et al. (1984). Berrueta-Clement, J.R. et al. (1984). Changed Lives: The Effects of the Changed Lives: The Effects of the Perry Preschool Program on Youths Through Age 19.Perry Preschool Program on Youths Through Age 19. Ypsilanti, MI: Ypsilanti, MI: High/Scope Press.High/Scope Press.

Brooks-Gunn, J. & Furstenburg, F.F. Jr. (1986). The children of adolescent Brooks-Gunn, J. & Furstenburg, F.F. Jr. (1986). The children of adolescent mothers: physical, academic, and psychological outcomes. mothers: physical, academic, and psychological outcomes. Developmental Developmental ReviewReview, 6, 224-251., 6, 224-251.

Furstenburg, F.F. Jr. (1976). Furstenburg, F.F. Jr. (1976). Unplanned Parenthood: The Social Unplanned Parenthood: The Social Consequences of Teenage Child-bearing.Consequences of Teenage Child-bearing. New York: Free Press. New York: Free Press.

On the role of self-disciplineOn the role of self-disciplineBaumeister, R.F., Heatherton, T.F., & Tice, D.M. (1994). Baumeister, R.F., Heatherton, T.F., & Tice, D.M. (1994). Losing Control: Losing Control: How and Why People Fail at Self-Regulation.How and Why People Fail at Self-Regulation. San Diego: Academic Press. San Diego: Academic Press.

To learn more:To learn more:

On greenery and directed attentionOn greenery and directed attentionCimprich, B. (1990) Attentional fatigue and restoration in individuals with Cimprich, B. (1990) Attentional fatigue and restoration in individuals with cancer. cancer. Dissertation Abstracts International,Dissertation Abstracts International, 51B, 1740. 51B, 1740.

Hartig, T., Mang, M., Evans, G.W. (1991). Restorative effects of natural Hartig, T., Mang, M., Evans, G.W. (1991). Restorative effects of natural environment experiences. environment experiences. Environment and BehaviorEnvironment and Behavior, 23, 3-26., 23, 3-26.

Kuo, F.E. (2001). Coping with poverty: Impacts of environment and attention Kuo, F.E. (2001). Coping with poverty: Impacts of environment and attention in the inner city. in the inner city. Environment and BehaviorEnvironment and Behavior, 33, 5-34., 33, 5-34.

Kuo, F.E., Sullivan, W.C. (2001). Aggression and violence in the inner city: Kuo, F.E., Sullivan, W.C. (2001). Aggression and violence in the inner city: Impacts of environment via mental fatigue. Impacts of environment via mental fatigue. Environment and BehaviorEnvironment and Behavior, 33, , 33, 543-571.543-571.

Tennessen, C.M., Cimprich, B. (1995). Views to nature: Effects on attention. Tennessen, C.M., Cimprich, B. (1995). Views to nature: Effects on attention. Journal of Environmental Psychology,Journal of Environmental Psychology, 15, 77-85. 15, 77-85.


On directed attention and self-disciplineOn directed attention and self-disciplineKuo, F.E. (2000). Environment and Healthy Human Functioning: In pursuit of Kuo, F.E. (2000). Environment and Healthy Human Functioning: In pursuit of a mechanism. In Stamps, A.E. III (Ed.), a mechanism. In Stamps, A.E. III (Ed.), Building Bridges: Connecting Building Bridges: Connecting people, research and design.people, research and design. Edmond OK: Environmental Design Research Edmond OK: Environmental Design Research Association, p. 157.Association, p. 157.

On attention restoration theoryOn attention restoration theoryKaplan, S. (1995). The restorative benefits of nature: Toward an integrative Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. framework. Journal of Environmental Psychology,Journal of Environmental Psychology, 15(3), 169-182. 15(3), 169-182.

On where boys playOn where boys play

Moore, R., Young, D (1978). Childhood outdoors: toward a social ecology of Moore, R., Young, D (1978). Childhood outdoors: toward a social ecology of the landscape. In Altman, I. & Wohlwill (Eds.), the landscape. In Altman, I. & Wohlwill (Eds.), Human behavior and Human behavior and environment,environment, Vol. 3 New York: Plenum. Pp. 83-130. Vol. 3 New York: Plenum. Pp. 83-130.


On effects of play area greenery on boys with On effects of play area greenery on boys with ADHDADHD

Faber Taylor, A., Kuo, F.E., Sullivan, W.C. (2001). Coping with ADD: The Faber Taylor, A., Kuo, F.E., Sullivan, W.C. (2001). Coping with ADD: The surprising connection to green play settings. surprising connection to green play settings. Environment and BehaviorEnvironment and Behavior, 33, , 33, 54-77.54-77.

On details of the original studyOn details of the original studyFaber Taylor, A., Kuo, F.E., Sullivan, W.C. (2002). Views of nature and self-Faber Taylor, A., Kuo, F.E., Sullivan, W.C. (2002). Views of nature and self-discipline: Evidence from city children. discipline: Evidence from city children. Journal of Environmental PsychologyJournal of Environmental Psychology, , 22, 49-63.22, 49-63.


Contact Andrea Faber Taylor, Ph.D. Contact Andrea Faber Taylor, Ph.D. ([email protected])([email protected])

The University of Illinois at Urbana-ChampaignThe University of Illinois at Urbana-Champaign

Human-Environment Research LaboratoryHuman-Environment Research Laboratory

1103 S. Dorner Drive, MC-6361103 S. Dorner Drive, MC-636

Urbana IL 61801Urbana IL 61801

Other questions?Other questions?

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Girls and Greenery