| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 926632 | Cognition | 2011 | 5 Pages |
Abstract
Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.
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Authors
Connor Diemand-Yauman, Daniel M. Oppenheimer, Erikka B. Vaughan,