Effects of disfluency and test expectancy on learning with text

Eitel, Alexander; Kühl, Tim

doi:10.1007/s11409-015-9145-3

Cited by 43 publications

(52 citation statements)

References 33 publications

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“…The fact that we did not observe a significant direct effect of disfluency on text comprehension is in line with other recent findings (Eitel & Kühl, 2016;Eitel et al, 2014;Lehmann et al, 2016;Rummer et al, 2016;Strukelj et al, 2016). However, we have shown that disfluency has an indirect effect on text comprehension by reducing MW, thereby elucidating one mechanism by which disfluency influences the reading process.…”

Section: Discussionsupporting

confidence: 92%

“…When it comes to reading, however, researchers have failed to find a consistently significant effect of disfluency on text comprehension (Eitel & Kühl, 2016;Lehmann, Goussios, & Seufert, 2016;Rummer, Schweppe, & Schwede, 2016;Strukelj, Scheiter, Nyström, & Holmqvist, 2016). The incongruence between these findings and those for tasks like list learning suggests that disfluency only affects surface-level learning (e.g., list retention), but not the construction of the situation model (e.g., text comprehension).…”

mentioning

confidence: 98%

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The effect of disfluency on mind wandering during text comprehension

et al. 2016

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When reading, we frequently find ourselves thinking about something other than the text. These attentional lapses, known as mind wandering (MW), are negatively correlated with text comprehension. Previous studies have shown that more syntactically and semantically difficult texts elicit more MW, because textual difficulty impedes the construction of a mental model of the text, which makes it more difficult to suppress off-task thoughts. But is it possible to reduce MW without altering the content of the text itself? We hypothesized that reading a perceptually disfluent text might require more attentional resources, even if the content remained the same, leaving fewer resources available for MW. To test this idea, we manipulated the typefaces (fluent [Arial] or disfluent [ ]) of two instructional texts on scientific research methods (each about 1,490 words long), and found that MW was less frequent when participants read the disfluent text. There were no comprehension differences between the fluent and disfluent groups. However, we did find an indirect effect of disfluency on comprehension through MW, suggesting that disfluency influences comprehension by enhancing attention. These findings provide insights into how processing difficulty and attention interact during reading comprehension.

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Section: Discussionsupporting

confidence: 92%

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confidence: 98%

The effect of disfluency on mind wandering during text comprehension

et al. 2016

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“…However, the majority of results from this issue suggest that disfluency (as a metacognitive cue) did not trigger more effective control processes such as longer and more effortful studying that, in turn, fostered performance. Although more disfluent materials increased study times (e.g., Eitel and Kühl 2015;Rummer et al 2015, Exp. 1), overall performance or the mental effort invested studying the contents was not higher (e.g., Eitel and Kühl 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Although more disfluent materials increased study times (e.g., Eitel and Kühl 2015;Rummer et al 2015, Exp. 1), overall performance or the mental effort invested studying the contents was not higher (e.g., Eitel and Kühl 2015). Hence, longer study times seemed to rather reflect more intense processing on the level of decoding words than to concentrate more on the contents behind them.…”

Section: Discussionmentioning

confidence: 99%

“…The results confirmed their assumption: When background speech was present, memory for written prose was indeed better in a disfluent than in a fluent font, whereas under Bnormal^(silent) conditions, a disfluent font did not lead to better, but to (at least descriptively) worse performance (Halin et al 2014). Eitel and Kühl (2015) also studied the influence of specific task conditions on the disfluency effect. They reasoned that under Bnormal^learning conditions, students engage in deeper processing to perform well in an upcoming test (high test expectancy).…”

Section: Disfluency and Learning With Complex Materialsmentioning

confidence: 99%

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Effects of disfluency on cognitive and metacognitive processes and outcomes

Kühl

Eitel

2016

Metacognition Learning

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Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

Pieger

Mengelkamp²,

Bannert

2017

Applied Cognitive Psychology

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Overconfidence leads to premature termination of study and, thus, to decreased performance. The aim of the present study is to improve students' monitoring and control. We assume that disfluency fosters analytic metacognitive processes and thus reduces overconfidence. However, we expect that contrast effects moderate the fluency effects on metacognitive processes because disfluency activates analytic metacognitive processes not only for disfluent but also for succeeding fluent learning material. To test our hypotheses, university students (N = 75) learned either with a fluent text first and afterward a disfluent text or with a disfluent text first and afterward a fluent text. The results show fluency effects on control, monitoring, and monitoring accuracy only when students learned with a fluent and afterward a disfluent text. Performance was worse for disfluent than for fluent texts in both conditions. Therefore, instructional settings that help students to implement accurate monitoring into better control and better performance are required.

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Effects of disfluency and test expectancy on learning with text

Cited by 43 publications

References 33 publications

The effect of disfluency on mind wandering during text comprehension

The effect of disfluency on mind wandering during text comprehension

Effects of disfluency on cognitive and metacognitive processes and outcomes

Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

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