## Key Ideas > [!abstract] Core Concepts > > - **Optimal temperature range**: 20-23°C supports cognitive performance > - **Thermoregulation costs**: Extreme temperatures divert energy from cognition to temperature regulation > - **Stress impacts learning**: Both heat and cold induce physiological stress that impairs memory and problem-solving ## Definition **Temperature**: Environmental factor affecting cognitive performance, with classroom temperatures outside 20-23°C requiring bodily energy for thermoregulation rather than learning. ## Connected To [[Cognitive Load]] | [[Memory|Working Memory]] --- ## Temperature and cognition Classroom temperature affects cognitive performance through two mechanisms: energy diversion and stress induction. The human body maintains stable internal temperature through thermoregulation, a process requiring energy expenditure when ambient conditions deviate from comfortable ranges (Hancock & Vasmatzidis, 2003). In hot or cold classrooms, students' bodies divert metabolic resources from cognitive processes to temperature maintenance, reducing energy available for memory formation, problem-solving, and critical thinking. Thermal discomfort also induces physiological stress responses that impair learning (Wargocki & Wyon, 2017). Research identifies 20-23°C as the temperature range where cognitive performance remains highest (Lan et al., 2011; Wargocki & Wyon, 2017). Within this range, thermoregulation requires minimal resources and thermal stress remains low. Meta-analytic review of temperature exposure studies confirms that both hot and cold temperatures impair cognitive functions including memory, problem-solving, and critical thinking (Pilcher et al., 2002). Teachers often have limited control over building temperature systems. Understanding this relationship helps explain fluctuations in student engagement and performance across different seasons and classrooms, and provides justification for advocating appropriate climate control in learning spaces. ## References Hancock, P. A., & Vasmatzidis, I. (2003). Effects of heat stress on cognitive performance: The current state of knowledge. *International Journal of Hyperthermia*, *19*(3), 355-372. https://doi.org/10.1080/0265673021000054630 Lan, L., Wargocki, P., & Lian, Z. (2011). Quantitative measurement of productivity loss due to thermal discomfort. *Energy and Buildings*, *43*(5), 1057-1062. https://doi.org/10.1016/j.enbuild.2010.09.001 Pilcher, J. J., Nadler, E., & Busch, C. (2002). Effects of hot and cold temperature exposure on performance: A meta-analytic review. *Ergonomics*, *45*(10), 682-698. https://doi.org/10.1080/00140130210158419 Wargocki, P., & Wyon, D. P. (2017). Ten questions concerning thermal and indoor air quality effects on the performance of office work and schoolwork. *Building and Environment*, *112*, 359-366. https://doi.org/10.1016/j.buildenv.2016.11.020