Is disfluency desirable for learning?
Sophia Christin Weissgerber, Marc-André Reinhard
Learning and Instruction Volume 49, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
While some difficult learning conditions can improve learning, the findings regarding the contribution to learning of disfluent, hard-to-read text materials have been inconsistent. We identified test delay and disfluency manipulations as factors potentially contributing to these discrepancies. We tested students' immediate and delayed memory performance (2 weeks later) on a course text that was presented between-subjects (
Weissgerber, S.C. & Reinhard, M.A. (2017). Is disfluency desirable for learning?. Learning and Instruction, 49(1), 199-217. Elsevier Ltd. Retrieved May 28, 2023 from https://www.learntechlib.org/p/200017/.
This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.02.004