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Flickering presentations do affect the judgment of learning but not the learning outcome

dc.date.accessioned2023-07-25T14:37:09Z
dc.date.available2023-07-25T14:37:09Z
dc.date.issued2023-05-22
dc.identifierdoi:10.17170/kobra-202307258475
dc.identifier.urihttp://hdl.handle.net/123456789/14924
dc.description.sponsorshipGefördert im Rahmen des Projekts DEAL
dc.language.isoeng
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectdistanceeng
dc.subjectjudgment of learningeng
dc.subjectlearningeng
dc.subjectlearning disfluency effecteng
dc.subject.ddc150
dc.titleFlickering presentations do affect the judgment of learning but not the learning outcomeeng
dc.typeAufsatz
dcterms.abstractWe examined whether visual disfluency, as elicited by presenting text on flickering slides, affects learning positively and the global judgment of learning (JOL) negatively. Participants (N = 202 in Experiment 1, between-subjects design; N = 53 in Experiment 2, within-subjects design) saw in an online session multiple slides including textual information that they had to learn. The slides were presented either fluently or disfluently, that is, interrupted by rapid presentations of black slides, evoking a flickering effect. Thus, instead of manipulating the textual material (e.g., by using different fonts), as most studies on the disfluency effect so far did, we manipulated the characteristics of the presentation (i.e., flickering vs. nonflickering). In both experiments, JOL was lower in the flickering than in the nonflickering condition. However, flickering slides did not lead to a better memory performance. The results provide further evidence for the assumption that a beneficial disfluency effect is questionable.eng
dcterms.accessRightsopen access
dcterms.creatorEbersbach, Mirjam
dcterms.creatorGuschlbauer, Jana Antonia
dcterms.creatorRummer, Ralf
dcterms.extent889-898
dc.relation.doidoi:10.1002/acp.4086
dc.subject.swdLernenger
dc.subject.swdLernstörungger
dc.subject.swdBeurteilungger
dc.type.versionpublishedVersion
dcterms.source.identifiereissn:1099-0720
dcterms.source.issueIssue 4
dcterms.source.journalApplied Cognitive Psychologyeng
dcterms.source.volumeVolume 37
kup.iskupfalse


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