It takes more than a regular glance to understand why students behave in a certain way. Teachers’ might misjudge doodler students’ by assuming that they are distracted or not interested. Unexpectedly, researchers reported that those who doodle tend to memorize more information than those who do not (Andrade, 2009). Because every single aspect matters in the learning process, this research will explore the effect of doodling on human interaction. While referencing previous literature in psychology and graphology, this paper will approach doodling and doodles from a new angle. Using symbolic interactionism as a theoretical framework, this article will provide a critical analysis of prior psychoanalytical interpretations of the phenomena of doodling. Also, it will decode some of the common doodles to help instructors understand the state of mind of their students.
|Keywords:||Doodling, Psychology, Psychoanalysis, Symbols, Semotics, Postmodern Perspective, State of Mind, Personality Traits|
Teacher Assitant, Graduate Student, Communication Department (King Abdul Aziz University), King Abdul Aziz University, California State University, LA, Los Angeles, California, USA