Fortune favors the Bold (and the Italicized): Effects of disfluency on educational outcomes

被引：234

作者：

Diemand-Yauman, Connor ^{[1
]}

Oppenheimer, Daniel M. ^{[1
]}

Vaughan, Erikka B. ^{[2
]}

机构：

[1] Princeton Univ, Dept Psychol, Princeton, NJ 08540 USA

[2] Indiana Univ, Bloomington, IN 47405 USA

来源：

COGNITION | 2011年 / 118卷 / 01期

关键词：

Fluency; Education; Desirable difficulties; FLUENCY; MEMORY; JUDGMENTS; ILLUSIONS; TEXT;

D O I：

10.1016/j.cognition.2010.09.012

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Previous research has shown that disfluency - the subjective experience of difficulty associated with cognitive operations - leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes. (C) 2010 Elsevier B.V. All rights reserved.

引用

页码：111 / 115

页数：5

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