کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940266 | 1436412 | 2017 | 19 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Is disfluency desirable for learning?
ترجمه فارسی عنوان
آیا اختلال برای یادگیری مطلوب است؟
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کلمات کلیدی
مشکلات مطلوب، اختلال یادگیری، حافظه، ارزیابی عملکرد،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
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 (NÂ =Â 134) either as perceptually disfluent with a hard-to-read-font, as lexically disfluent with 20% scrambled letters, or in its original format. By distinguishing between short-term and long-term learning, our expectations were supported; an illegible font reduced forgetting, thereby producing delayed memory benefits. We also tested whether lexical disfluency would have similar memory effects as perceptual disfluency, as the meta-cognitive perspective suggests, or whether different disfluency manipulations would have different memory effects, as ideas from a contextualized framework on desirable difficulties suggests. The findings supported the latter. The results are discussed regarding the generalizability of the disfluency effects and the implications for when disfluency is desirable.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 49, June 2017, Pages 199-217
Journal: Learning and Instruction - Volume 49, June 2017, Pages 199-217
نویسندگان
Sophia Christin Weissgerber, Marc-André Reinhard,