Literaturnachweis - Detailanzeige
Autor/inn/en | Harp, Shannon F.; Mayer, Richard E. |
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Titel | How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning. |
Quelle | In: Journal of Educational Psychology, 90 (1998) 3, S.414-34Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Cognitive Processes; Higher Education; Learning; Organization; Problem Solving; Recall (Psychology); Science Education; Student Interests; Transfer of Training; Undergraduate Students |
Abstract | In four experiments involving 357 undergraduates, students who read expository passages with seductive details (interesting but irrelevant details) recalled fewer main ideas and generated fewer problem-solving transfer solutions than those who read passages without seductive details. Results suggest that seductive details may prime inappropriate schemas for organizing material. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |