Further boundary conditions for the effects of perceptual disfluency on judgments of learning

Magreehan, Debbie A.; Serra, Michael J.; Schwartz, Neil H.; Narciss, Susanne

doi:10.1007/s11409-015-9147-1

Cited by 46 publications

(54 citation statements)

References 36 publications

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“…The studies of Magreehan et al (2015) come to similar conclusions. Moreover, they show that the disfluency effect on monitoring (JOL magnitude) is also bound to specific conditions.…”

Section: Disfluency and Memory For Wordssupporting

confidence: 68%

“…Nonetheless, results from this special issue provide hints as to where in the process of metacognitive monitoring and control, disfluency fails to exert its hypothesized effect. Referring to more basic research, disfluency affected monitoring (i.e., JOLs) under specific conditions -that is, when disfluency was manipulated within-subjects (with unrelated word lists; Magreehan et al 2015) or on a computer screen rather than on paper (Sidi et al 2015). 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.…”

Section: Discussionmentioning

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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“…The studies of Magreehan et al (2015) come to similar conclusions. Moreover, they show that the disfluency effect on monitoring (JOL magnitude) is also bound to specific conditions.…”

Section: Disfluency and Memory For Wordssupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Effects of disfluency on cognitive and metacognitive processes and outcomes

Kühl

Eitel

2016

Metacognition Learning

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“…Further, such published effects are commonly obtained using within-participants manipulations of fluency but do not occur when the same manipulations are used between-participants (e.g., Magreehan et al, 2016;Yue et al, 2013). These findings suggest that the effects might reflect a demand characteristic, the application of explicit beliefs rather than a true difference in the experience of fluency or disfluency (cf.…”

Section: Fluency and Learningmentioning

confidence: 85%

“…For this reason, if students base metacognitive evaluations of their learning on how fluently or easily they processed learning materials-but that experience of fluency is not correlated with their actual learning-then their self-assessments of their learning will be inaccurate. For example, much research has examined the effect of perceptual fluency on participants' memory judgments and demonstrated that physically increasing the fluency of item processing (e.g., making the font of text materials larger or easier to read) affects memory judgments without affecting memory performance: participants tend to judge the more-fluent items (i.e., large-font items) as being more memorable than the less-fluent items (i.e., small-font items), even though memory is not affected by such font-size manipulations (e.g., Magreehan, Serra, Schwartz, & Narciss, 2016;Mueller, Dunlosky, Tauber, & Rhodes, 2014;Rhodes & Castel, 2008).…”

Section: Fluency and Learningmentioning

confidence: 99%

“…These findings suggest that the effects might reflect a demand characteristic, the application of explicit beliefs rather than a true difference in the experience of fluency or disfluency (cf. Mueller et al, 2014), or extreme situations that would never occur for students (i.e., Magreehan et al, 2016;Serra, 2016aSerra, , 2016b. Nevertheless, researchers have argued that such effects pose a threat for learning situations outside of the laboratory (e.g., Finn & Tauber, 2015).…”

Section: Fluency and Learningmentioning

confidence: 99%

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Instructor Fluency Correlates with Students’ Ratings of Their Learning and Their Instructor in an Actual Course

Serra¹,

Magreehan²

2016

Self Cite

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The experience of ease or fluency that occurs when learners acquire information is often highly related to their metacognitive judgments of learning for that information. Laboratory-based research indicates that fluency can contribute to students' overconfident judgments of learning and predictions of future test performance. Such research, however, typically involves artificial learning situations presented for brief periods of time and without a strong investment on the part of the learners. In actual courses, the most likely source of fluency may be instructor fluency: the experience of fluency that stems from content-independent attributes of the instructor and his or her presentation of the information. To examine whether this form of fluency relates to students' judgments of learning in actual academic courses, we include a measure of instructor fluency in a survey completed by college students (n = 606) answering questions about their course instructors. Students' content-independent perceptions of instructor fluency (e.g., volume; eye contact) are related to their judgments of learning for the course content, to their ratings of various qualities of the instructor and the course, and to their self-reported interest and motivation in the course. Importantly, these relationships maintain when we control for students' final grades in the course and despite the fact that students make these ratings at a long temporal delay from the classroom experience. Therefore, much as occurs in the laboratory, students' metacognitive judgments of their learning and ratings of instructor attributes are related to content independent qualities of their course instructors in actual semester-long courses.

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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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Further boundary conditions for the effects of perceptual disfluency on judgments of learning

Cited by 46 publications

References 36 publications

Effects of disfluency on cognitive and metacognitive processes and outcomes

Effects of disfluency on cognitive and metacognitive processes and outcomes

Instructor Fluency Correlates with Students’ Ratings of Their Learning and Their Instructor in an Actual Course

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

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