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Effects of disfluency and test expectancy on learning with text
Authors:
Alexander Eitel
Tim Kühl
Institution:
1.Leibniz-Institut für Wissensmedien,Tübingen,Germany;2.Psychology of Education,University of Mannheim,Mannheim,Germany
Abstract:
Do students learn better with texts that are
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N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to.
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