Much like how a memory works, we can remember where we were when something significant took place thanks to visual imprints. Certain colours of walls, furniture, rooms, and landscapes can help us to recall something that we once 'learnt'. This can be taken as far as remembering where we were sat, what we were wearing, what we were listening to or eating/drinking at the time, meaning all of these attributes can then help us to recall something connected, should we encounter them again. This has been developed into another theory of learning that you may have heard of.
This theory suggests that if you chew gum whilst reading a text book, if you then chew gum during an exam on that text book, you are more likely to recall the information, much like triggers. Suggesting an understanding of your environment can benefit you if used in an effective way. In classrooms, this may be sitting in the same classroom chair throughout the school year, and then taking an end of year exam in that same spot.
In order to learn, there is usually some element of focus, whether this be natural focus (i.e. when paying attention to something that genuinely interests you) or unnatural focus (when forcing yourself to learn something
that you wouldn’t normally encounter to achieve a goal). The first of these types, natural focus, is descriptive of 'nature', what is already interesting to you is more likely to be absorbed easily. However, focus can be manipulated. In a classroom, having too many displays, pictures, bright colours etc, can distract from the subject in hand, altering the level of focus. Other colours can be uplifting emotionally and behaviourally, meaning the environment is enjoyable, thus information is more likely to be absorbed as this sort of environment is imitating the natural interest, through. Bright lights can wake students up, but also aggravate their eyesight, whilst dull lighting can have the opposite effect. Too much sound can distract, but too little (i.e. silence) can create an element of boredom. All of this suggests that the nurturing of an environment can be responsible for how the child’s ‘nature’ works.