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Are you a parent or teacher frustrated that the children in your life can’t seem to pay attention when you’re trying to teach them something? You don’t need to be, say psychologists at the University of Toronto.

New research from the department of psychology in the Faculty of Arts & Science finds children learn just as much whether they’re trying to or not – adults, on the other hand, tend to ignore information that they aren’t paying attention to.

The findings are outlined in a new study .

“Don’t get mad at the little boy who’s doing jumping jacks while you’re reading a book,” says the study’s senior author Amy Finn, associate professor in the department of psychology who leads the . “He’s probably still listening and learning even though it doesn’t necessarily look like it.”

For the study, the research team – which included U of T alumni Marlie Tandoc, Bharat Nadendla and Theresa Pham – tested how much children and adults learned about drawings of common objects after two different experiments.

In the first, they told participants to pay attention to the drawings. In the second, participants were told to ignore the drawings and complete an entirely different task. After each scenario, participants had to identify fragments of the drawings they saw as quickly as possible.

They found that children learned about the drawings just as well across both scenarios, while adults learned more when told to pay attention to the drawings – in other words, the children’s learning wasn’t negatively impacted when they weren’t paying attention to the information they were tested on.

Children’s selective attention, or their ability to focus on a specific task and tune out distractions, develops slowly and doesn’t fully mature until early adulthood.

Previous research has found that unlike adults, a child’s brain treats information that they are told to pay attention to similarly to information they are not told to attend to. That is likely one of the reasons why children are so good at picking up languages spoken around them.

“As adults, we really filter what we’re learning through our goals and task demands, whereas kids are absorbing everything regardless of that – seemingly without even trying,” says Tandoc, former lab manager of the Learning and Neural Development lab and a PhD candidate at the University of Pennsylvania.

Although returning to a child-like state of learning might sound appealing, selective attention does hold several benefits. Across experiments, attentional instruction was found to boost learning in adults. In other words, adults learn better when told what information is most important.

The research has the potential to influence how parents, teachers and curriculum designers think about how children and adults learn. For instance, for children, the findings underline the benefits of play and immersive learning. For adults, defining a clear task or goal at the beginning of a class or workshop is important for learning outcomes.

“For me, when I’m hanging out with my five-year-old, I’m less worried now than I was otherwise about whether or not he is learning something if it doesn’t seem like he is paying attention,” says Finn.