APS
30th APS Annual Convention · 2018
Morning Brain: Evidence from EEG and Learning Outcomes That High School Class Times Matter
- Suzanne Dikker
Utrecht University Dept of Language and Communication - Suzanne Dikker
New York University - Saskia Haegens
Dept. of Psychiatry at Columbia University Medical Center - Dana Bevilacqua
New York University - Lu Wan
University of Florida - Ido Davidesco
New York University - Tessa West
New York University - Mingzhou Ding
J Crayton Pruitt Family Department of Biomedical Engineering - David Poeppel
Max Planck Institute for Empirical Aesthetics - David Poeppel
New York University
Abstract
We collected electroencephalogram (EEG) from 22 high school students during their regular early-morning, mid-morning, and afternoon classes. Students showed consistently worse performance and higher alpha brain activity for early-morning classes; afternoon performance/alpha was subject to individual differences. Together these results suggest that mid-morning may be the best time to learn.
Adolescent
