Наличие изображений не является модератором эффекта не-беглости
DOI:
https://doi.org/10.54359/ps.v16i92.1489Ключевые слова:
эффект не-беглости, шрифты, изображения, память, обучение, желательные трудностиАннотация
Эффект не-беглости - это улучшение запоминания информации, если ее обработка является затруднительной. Не-беглость обычно создается путем изменения перцептивных характеристик информации. Эффект не-беглости был показан в нескольких исследованиях, но число последующих неудачных его репликаций больше. Среди возможных причин, по которым эффект не-беглости часто не удается обнаружить, мы рассматриваем наличие изображений, сопровождающих текстовую информацию, в качестве возможного модератора этого эффекта. Мы предполагаем, что эффект не-беглости проявится только при отсутствии изображений.
Были проведены два эксперимента, в ходе которых участникам была представлена информация, написанная либо шрифтом Arial (беглое условие), либо Comic Sans (не-беглое условие). Информация также либо сопровождалась изображениями, либо нет. В первом эксперименте участников (n = 144) попросили запомнить 40 слов, во втором (n = 142) - 7 вымышленных фактов о Земле. В обоих случаях гипотезы не подтвердились - эффект не-беглости не проявлялся ни при каких условиях.
Скачивания
Литература
Akinina Yu., Iskra E., Ivanova M., Grabovskaya M., Isaev D., Korkina I., Malyutina S., Sergeeva N. Stimulus database ‘Noun and object’: normative data collection for psycholinguistic variables. In A. Kibrik et al. (Eds.), Sixth International Conference on Cognitive Science: Abstracts. Kaliningrad, June 23-27 2014. Issue 6, 112114.
Alter A.L., Oppenheimer D.M., Epley N., & Eyre R.N. Overcoming intuition: metacognitive difficul-ty activates analytic reasoning. Journal of Experimental Psychology: General, 2007, No. 136(4), 569576. DOI: 10.1037/0096-3445.136.4.569
Alter A.L., Oppenheimer D.M. Uniting the tribes of fluency to form a metacognitive nation. Personal-ity and Social Psychology Review, 2009, No. 13(3), 219235. DOI: 10.1177/1088868309341564
Ball B.H., Klein K.N., & Brewer G.A. Processing fluency mediates the influence of perceptual infor-mation on monitoring learning of educationally relevant materials. Journal of Experimental Psycholo-gy: Applied, 2014, No. 20(4), 336–348. DOI: 10.1037/xap0000023
Berezner T.A., & Gorbunova E.S. Improving text memorization by changing fonts: the study of Sans Forgetica. Psikhologicheskie Issledovaniya, 2021, No. 14(78), 2. DOI: 10.54359/ps.v14i78.155
Berezner T.A., & Gorbunova E.S. Reasoning and meta-reasoning are independent from the perceptual factors: perceptual disfluency study, in press.
Bjork R.A. ‘Memory and metamemory considerations in the training of human beings’. In Metacog-nition: Knowing about Knowing, 1994, 185–205.
Bjork E.L., & Bjork R.A. Making things hard on yourself, but in a good way: Creating desirable dif-ficulties to enhance learning. In Psychology and the real world: Essays illustrating fundamental con-tributions to society, 2011, 56–64.
Bjork R.A., & Yue C.L. Commentary: is disfluency desirable? Metacognition and Learning, 2016, No. 11(1), 133–137. DOI: 10.1007/s11409-016-9156-8
Blinova E., & Shcherbakova O. When seeing is not believing: The role of illustrations in judging the reliability of information. In Proceedings of the 4th International Conference "Neurobiology of Speech and Language", 2020, 50–51.
Craik F.I.M. & Lockhart R.S. Levels of processing: a framework for memory research, Journal of Verbal learning and Verbal Behavior, 1972, No. 11(6), 671–684. DOI: 10.1016/S0022-5371(72)80001-X
Craik F.I.M. & Tulving E. Depth of processing and the retention of words in episodic memory. Jour-nal of Experimental Psychology: General, 1975, No. 104(3), 268–294. DOI: 10.1037/0096-3445.104.3.268
Eitel A. & Kühl T. Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 2016, No. 11, 107–121. DOI: 10.1007/s11409-015-9145-3
Eitel A., Kühl T., Scheiter K., & Gerjets P. Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand? Applied Cognitive Psychology, 2014, No. 28(4), 488–501. DOI: 10.1002/acp.3004
Diemand-Yauman C., Oppenheimer D.M., Vaughan E.B. Fortune favors the Bold (and the Italicized): effects of disfluency on educational outcomes. Cognition, 2011, No. 118(1), 111–115. DOI: 10.1016/j.cognition.2010.09.012
Faber M., Mills C., Kopp K., & D’mello S.The effect of disfluency on mind wandering during text comprehension. Psychonomic Bulletin & Review, 2017, No. 24(3), 914–919. DOI: 10.3758/s13423-016-1153-z
French M.M.J., Blood A., Bright N.D., Futak D., Grohmann M.J., Hsthorpe A., Heritage J., Poland R.L., Reece S., Tabor J. Changing fonts in education: how the benefits vary with ability and dyslexia. The Journal of Educational Research, 2013, No. 106(4), 301–304. DOI: 10.1080/00220671.2012.736430
French M.M.J. Changing fonts in education: The time dependence of the benefits. 2013, retrieved from http://matthewfrench.net/pubs/Changing%20Fonts%20in%20Education%20Time%20Dependence.pdf
Geller J., Davis S. D., & Peterson D. Sans forgetica is not desirable for learning. Memory, 2020, No. 28(8), 957–967. DOI: 10.1080/09658211.2020.1797096
Geller J., Still M. L., Dark V.J., & Carpenter S.K. Would disfluency by any other name still be disflu-ent? Examining the disfluency effect with cursive handwriting. Memory & Cognition, 2018, No. 46(7), 1109–1126. DOI: 10.3758/s13421-018-0824-6
Glenberg A.M., & Langston W.E. Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 1992, No. 31(2), 129–151. DOI: 10.1016/0749-596X(92)90008-L
Halamish V. Can very small font size enhance memory? Memory & Cognition, 2018, No. 46(6), 979–993. DOI: 10.3758/s13421-018-0816-6
Halamish V., Nachman H. and Katzir T. The effect of font size on children’s memory and metamemory. Frontiers in Psychology, 2018, No. 9, 1577. DOI: 10.3389/fpsyg.2018.01577
Katzir T., Hershko S., Halamish V. The effect of font size on reading comprehension on second and fifth grade children: bigger is not always better. PLoS ONE, 2013, No. 8(9): e74061. DOI: 10.1371/journal.pone.0074061
Kühl T., Eitel A., Scheiter K., & Gerjets P. A call for an unbiased search for moderators in disfluency research: reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 2014, No. 28(5), 805–806. DOI: 10.1007/s11409-016-9154-x
Lee M.H. Effects of disfluent kanji fonts on reading retention with e-book. In 2013 IEEE 13th Inter-national Conference on Advanced Learning Technologies (481–482). IEEE.
Lehmann J., Goussios C., & Seufert T. Working memory capacity and disfluency effect: an aptitude-treatment-interaction study. Metacognition and Learning, 2016, No. 11(1), 89–105. DOI: 10.1007/s11409-015-9149-z
Magreehan D.A., Serra M.J., Schwartz N.H., & Narciss S. Further boundary conditions for the ef-fects of perceptual disfluency on judgments of learning. Metacognition and Learning, 2016, No. 11(1), 35–56. DOI: 10.1007/S11409-015-9147-1
Meyer A., Frederick S., Burnham T.C., Guevara Pinto J.D., Boyer T.W., Ball L.J., Pennycook G., Ackerman R., Thompson V.A. & Schuldt J.P. Disfluent fonts don’t help people solve math problems. Journal of Experimental Psychology: General, 2015, No. 144(2), e16–e30. DOI: 10.1037/xge0000049
Miele D.B., Metcalfe J., Son L.K. Children’s naive theories of intelligence influence their metacogni-tive judgments. Children Development, 2013, No. 84, 1879–1886. DOI: 10.1111/cdev.12101
Oppenheimer D.M., & Alter A.L. The search for moderators in disfluency research. Applied Cogni-tive Psychology, 2014, No. 28(4), 502–504. DOI: 10.1002/acp.3023
Oppenheimer D.M., & Frank M.C. A rose in any other font would not smell as sweet: Effects of per-ceptual fluency on categorization. Cognition, 2008, No. 106(3), 1178–1194. DOI: 10.1016/j.cognition.2007.05.010
Paivio A. Coding distinctions and repetition effects in memory. In Psychology of Learning and Moti-vation, Academic Press, 1975, No. 9, 179–214. DOI: 10.1016/S0079-7421(08)60271-6
Paivio A. Dual coding theory and education. Draft chapter presented at the conference on Pathways to Literacy Achievement for High Poverty Children at The University of Michigan School of Education. 2006.
Pieger E., Mengelkamp C., & Bannert M. Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance? Learning and Instruction, 2016, No. 44, 31–40. DOI: 10.1016/J.LEARNINSTRUC.2016.01.012
Pieger E., Mengelkamp C., & Bannert M. Fostering analytic metacognitive processes and reducing overconfidence by disfluency: The role of contrast effects. Applied Cognitive Psychology, 2017, No. 31(3), 291–301. DOI: 10.1002/acp.3326
Reber R., & Schwarz N. Effects of perceptual fluency on judgments of truth. Consciousness and Cognition, 1999, No. 8(3), 338–342. DOI: 10.1006/ccog.1999.0386
Reber R., Schwarz N., & Winkielman P. Processing fluency and aesthetic pleasure: Is beauty in the perceiver's processing experience? Personality and Social Psychology Review, 2004, No. 8(4), 364–382. DOI: 10.1207/s15327957pspr0804_3
Rhodes M.G. & Castel A.D. Memory predictions are influenced by perceptual information: Evidence for metacognitive illusions. Journal of Experimental Psychology, 2008, No. 137, 615–625. DOI: 10.1037/a0013684
Rummer R., Schweppe J., & Schwede A. Fortune is fickle: null-effects of disfluency on learning out-comes. Metacognition and Learning, 2016, No. 11(1), 57–70. DOI: 10.1007/S11409-015-9151-5
Sanchez C.A., & Jaeger A.J. If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment. Psychonomic Bulletin & Review, 2015, No. 22(1), 206–211. DOI: 10.3758/s13423-014-0658-6
Sanchez C.A., & Naylor J.S. Disfluent presentations lead to the creation of more false memories. PloS ONE, 2018, No. 13(1), e0191735. DOI: 10.1371/journal.pone.0191735
Seufert T., Wagner F., & Westphal J. The effects of different levels of disfluency on learning out-comes and cognitive load. Instructional Science, 2017, No. 45(2), 221–238. DOI: 10.1007/S11251-016-9387-8
Sirota M., Theodoropoulou A., & Juanchich M. Disfluent fonts do not help people to solve math and non-math problems regardless of their numeracy. Thinking & Reasoning, 2021, No. 27(1), 142–159. DOI: 10.1080/13546783.2020.1759689
Strukelj A., Scheiter K., Nyström M., & Holmqvist K. Exploring the lack of a disfluency effect: Evi-dence from eye movements. Metacognition and Learning, 2016, No. 11(1), 71–88. DOI: 10.1007/s11409-015-9146-2
Sungkhasettee V.W., Friedman M.C., & Castel A.D. Memory and metamemory for inverted words: Illusions of competency and desirable difficulties. Psychonomic Bulletin and Review, 2011, No. 18(5), 973–978. DOI: 10.3758/s13423-011-0114-9
Taylor A., Sanson M., Burnell R., Wade K. A., & Garry M. Disfluent difficulties are not desirable difficulties: the (lack of) effect of Sans Forgetica on memory. Memory, 2020, No. 28(7), 850–857. DOI: 10.1080/09658211.2020.1758726
Thiessen M., Beier S., & Keage H. A Review of the Cognitive Effects of Disfluent Typography on Functional Reading. The Design Journal, 2020, No. 23(5), 797–815. DOI: 10.1080/14606925.2020.1810434
Weissgerber S.C., & Reinhard M.A. Is disfluency desirable for learning? Learning and Instruction, 2017, No. 49, 199–217. DOI: 10.1016/j.learninstruc.2017.02.004
Xie H., Zhou Z. & Liu Q. Null effects of perceptual disfluency on learning outcomes in a text-based educational context: a Meta-analysis. Educational Psychology Review, 2018, No. 30, 745–771. DOI: 10.1007/s10648-018-9442-x
Yue C.L., Castel A.D. & Bjork R.A. When disfluency is – and is not – a desirable difficulty: The in-fluence of typeface clarity on metacognitive judgments and memory. Memory & Cognition, 2013, No. 41(2), 229–241. DOI: 10.3758/s13421-012-0255-8
Загрузки
Число просмотров
Опубликован
Как цитировать
Выпуск
Раздел
Лицензия
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция — Некоммерческое использование») 4.0 Всемирная.
