Adding Emotionality to Seductive Details--Consequences for Learning?

Autor/inn/en	Kühl, Tim; Moersdorf, Franziska; Römer, Michelle; Münzer, Stefan
Titel	Adding Emotionality to Seductive Details--Consequences for Learning?
Quelle	In: Applied Cognitive Psychology, 33 (2019) 1, S.48-61 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kühl, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3477
Schlagwörter	Emotional Response; Retention (Psychology); Transfer of Training; Pretests Posttests; College Students; Comparative Analysis; Learning Processes; Student Interests; Attention Control; Correlation + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Merkfähigkeit; Training; Transfer; Ausbildung; Collegestudent; Learning process; Lernprozess; Studieninteresse; Aufmerksamkeitstest; Korrelation
Abstract	According to the seductive detail effect, adding interesting but irrelevant information (i.e., seductive details) can be detrimental to learning success. In this study, it was explored within two experiments whether the valence of text-based seductive details might affect learning outcomes differently. For Experiments 1 and 2, we pretested text-based seductive details for their emotional valence (n = 32 or n = 25 students, respectively). For the main studies of Experiments 1 (n = 105) and 2 (n = 131), university students were randomly assigned to one of four conditions that varied with respect to the presence of seductive details and their emotional valence (no vs. positive vs. negative vs. neutral). Unexpectedly, results revealed in both experiments no seductive details effect and also no differences between the three seductive detail conditions for the used learning outcome measures retention and transfer. Possible reasons for these findings and their implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01