For the majority of Americans, television is a constant and sometimes the focal point of households, especially for children. In 1969 television met education in what some would argue was the best and most methodical way possible. Sesame Street. If kids are going to binge on TV, then why not teach them at the same time?

In the 1970’s Daniel Anderson and Elizabeth Lorch engineered a series of studies to examine the behaviors of these kids while watching Sesame Street. In one particular experiment they had two groups of 5 year olds watch the same Sesame program, but in separate rooms. One room was standard – no distractions and just the television (they watched 87% of the program). The other room was filled with exciting toys that the kids could access without restriction (they watched 47% of the program).

We’re probably thinking the same thing: The kids with the room full of toys didn’t learn as much, right? Wrong. When the two groups of children were tested about the material taught in the show, they both comprehended the same amount.

This helps us understand a couple very interesting things about the way our minds work, but mostly through the lens of the “teacher”. Just because an audience may be distracted or disengaged, it’s not because they aren’t willing to learn, it’s probably because they’ve gotten lost and don’t understand the material. When they begin to resinate with concepts again, you can expect them to reconnect. It’s clear, from the group that had access to toys, that they knew when to listen and when it wasn’t worth their effort. A huge difference from not wanting to.

Remember this the next time a group of listeners aren’t hanging onto your every word. Don’t default to the idea that you aren’t interesting enough to keep their attention. Instead think about your delivery and how to effectively communicate your thoughts. Play to your audience and be strategic about how to best make the complicated bits seem like the ABC’s.

-JO