Desks and Thinking Power

Summary of Tobia et al (2022)

This experimental study examined how seating arrangements—clusters versus single desks—affect children’s cognitive processes in Northern Italy. Seventy-seven students aged 8–11 completed tasks measuring logical reasoning, creativity, and theory of mind under both conditions. Results showed that single desks consistently boosted logical reasoning performance. Girls also performed better on social cognition tasks (theory of mind) when seated alone. Interestingly, loneliness moderated the effects: lonelier children excelled in creativity and theory of mind when seated individually, while socially connected children thrived in clusters. The findings emphasize that seating design interacts with both task type and individual characteristics, shaping outcomes beyond mere behavior. Particularly in the context of COVID-19, the study suggests that distancing through single desks can enhance reasoning and help vulnerable students flourish, but cluster arrangements remain valuable for fostering collaborative creativity among socially engaged peers.

Reference:
Tobia, V., Sacchi, S., Cerina, V., Manca, S., & Fornara, F. (2022). The influence of classroom seating arrangement on children’s cognitive processes in primary school: The role of individual variables. Current Psychology, 41, 6522–6533. https://doi.org/10.1007/s12144-020-01154-9

Suggested Citation:
Ross, E. M., & Malar, D. B. J. (2025). Desks and Thinking Power. Excellent Educator, 2(19), 4.