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Fortune is fickle: null-effects of disfluency on learning outcomes · Study

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ArticleFortune is fickle: null-effects of disfluency on learning outcomes

Ralf Rummer2015

Article2015

Fortune is fickle: null-effects of disfluency on learning outcomes

Ralf Rummer · Judith Schweppe · Annett Schwede

55 citations·0/0 files stored·Metacognition and Learning

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Visual and Cognitive Learning Processes Reading and Literacy Development Memory Processes and Influences

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References

2011Thinking, Fast and Slow 2011Cognitive Load Theory 1999Simple Heuristics That Make Us Smart 2009Uniting the Tribes of Fluency to Form a Metacognitive Nation 2012Self-Regulated Learning: Beliefs, Techniques, and Illusions 1994Why Some Material Is Difficult to Learn 2007Overcoming intuition: Metacognitive difficulty activates analytic reasoning.1986Consciousness and Self-Regulation

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2015Effects of disfluency and test expectancy on learning with text 2020The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load 2018Null Effects of Perceptual Disfluency on Learning Outcomes in a Text-Based Educational Context: a Meta-analysis

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2018Null Effects of Perceptual Disfluency on Learning Outcomes in a Text-Based Educational Context: a Meta-analysisreview · 8 shared references 2016Effects of disfluency on cognitive and metacognitive processes and outcomesarticle · 6 shared references 2015Effects of disfluency and test expectancy on learning with textarticle · 6 shared references 2022A framework for understanding reasoning errors: From fake news to climate change and beyondpreprint · 6 shared references 2014Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand?article · 5 shared references 2016The effects of different levels of disfluency on learning outcomes and cognitive loadarticle · 5 shared references

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Year2015

Typearticle

Published2015-11-12

VenueMetacognition and Learning

ISSN-L1556-1623

Languageen

Citations55

Files0 public / 0

ShelfVisual and Cognitive Learning Processes

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doi10.1007/s11409-015-9151-5

openalex_workW2285367052

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