Abstract

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 (

Citation

Weissgerber, S.C. & Reinhard, M.A. (2017). Is disfluency desirable for learning?. Learning and Instruction, 49(1), 199-217. Elsevier Ltd. Retrieved September 22, 2023 from https://www.learntechlib.org/p/200017/.

Keywords

• Desirable difficulties
• Disfluency
• learning
• Memory
• performance assessment