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| Autor/inn/en | Diemand-Yauman, Connor; Oppenheimer, Daniel M.; Vaughan, Erikka B. |
|---|---|
| Titel | Fortune Favors the Bold ("and the Italicized"): Effects of Disfluency on Educational Outcomes |
| Quelle | In: Cognition, 118 (2011) 1, S.111-115 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| DOI | 10.1016/j.cognition.2010.09.012 |
| Schlagwörter | Educational Objectives; Outcomes of Education; Memory; Memorization; Classrooms; Teaching Methods; Cognitive Processes; High Schools; Visual Stimuli; Instructional Materials |
| Abstract | 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. (Contains 1 table and 1 figure.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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