Impulsive children who find it irresistible to shout out in class score higher in tests than their peers, who seem to be better behaved and quiet, state researchers.
A Durham University study that looked at 12,000 primary school pupils in England found children who "blurt out" responses perform better in maths and English.
Advertisement"Although it may seem disruptive, blurting out of answers clearly helps these pupils to learn," the BBC quoted study co-author Christine Merrell as saying.
The study, carried out by the Centre for Evaluation and Monitoring (CEM) at Durham University, compared English and maths test results with monitoring reports of pupils' behaviour.
The study of children at 556 schools found those pupils who showed "impulsive" behaviour, such as being unable to resist shouting out to teachers in class, were more likely to achieve higher test results.
The findings run against the model of quiet, assiduous pupils - and it raises questions about how the enthusiasm of such demanding and noisy behaviour could be managed and controlled in a school.
The study looked at a full range of pupils in state and independent schools - including those who were considered "inattentive" or who had symptoms of ADHD (attention deficit hyperactive disorder).
The researchers found that among this group, those who called out performed better in tests than similar children who remained quiet in class.
Children who were considered well behaved and able to pay attention were more likely to be higher achievers than those who were inattentive.
But within this attentive group there was also the same pattern, with those who were not self-conscious about shouting out responses in class being more likely to have higher attainment.
Peter Tymms, head of Durham University's school of education and lead author of the research, said that among children with ADHD symptoms, those who got excited and shouted out seemed to be more "cognitively engaged and as a result learn more".
"Perhaps those children also benefit from receiving additional feedback and attention from their teacher," suggested Prof Tymms.
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