Exploring the Lack of a Disfluency Effect: Evidence from Eye Movements

Autor/inn/en	Strukelj, Alexander; Scheiter, Katharina; Nyström, Marcus; Holmqvist, Kenneth
Titel	Exploring the Lack of a Disfluency Effect: Evidence from Eye Movements
Quelle	In: Metacognition and Learning, 11 (2016) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-015-9146-2
Schlagwörter	Foreign Countries; Eye Movements; Swedish; Native Speakers; Comparative Analysis; Experimental Groups; Control Groups; Short Term Memory; Reading Rate; Recall (Psychology); Language Fluency; Learning; Prior Learning; Sweden + Suchen Sie Ihr Suchwort? Ausland; Augenbewegung; Schwedisch; Muttersprachler; Kurzzeitgedächtnis; Reading readiness; Reading speed; Lesegeschwindigkeit; Abberufung; Language skill; Language skills; Sprachkompetenz; Lernen; Vorkenntnisse; Schweden
Abstract	An eye-tracking study with 60 native Swedish speakers (18-30 years) was conducted to investigate the positive effects on learning outcomes predicted by the disfluency effect. Subtle low-pass filtering was used as a disfluency manipulation and compared with a control condition using regular text. The text was presented on four separate text presentation screens (TPSs), and eye movements were recorded. A free recall task was given 25 min later, and working memory capacity (WMC) was assessed to test if it would moderate learning outcomes. The disfluency manipulation had no effect on learning outcomes, total reading times on words or lines, first- or second-pass reading on lines, or average fixation durations. Moreover, the disfluency effect was not moderated by students' WMC or self-reported prior knowledge of the topic. However, an adaptation to the disfluency manipulation was found. Total reading times on both words and lines were shorter in TPS 1 and 2 in the disfluency condition compared with the control condition, whereas reading times were longer in TPS 3 and 4. It is discussed if failures to replicate the disfluency effect arise from material features, with positive adaptations to disfluency (i.e., higher effort investment) possibly requiring more comprehensive materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01