When and how seductive details harm learning. A study using cued retrospective reporting
When and how seductive details harm learning. A study using cued retrospective reporting
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DOI：
10.1002/acp.3822
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发表时间：
2021-04-05
影响因子：
2.4
通讯作者：
Eitel, Alexander
中科院分区：
文献类型：
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作者：
Bender, Lisa;Renkl, Alexander;Eitel, Alexander
我们研究了制造诱人细节的过程（即，学习材料中有趣但不相关的图片和文字段落），对学习科学概念和原理有害。在我们的实验中，学生（N = 113）学习没有诱人的细节（控制条件）或诱人的细节，然后进行知识测试。然后，他们在学习过程中回顾性地用语言表达他们的想法，同时观看他们在学习过程中眼球运动的回放（线索回顾性报告）。我们的研究结果表明，诱人的细节阻碍了学生的知识转移与较低的最终学校成绩（d = -0.60）。来自诱惑细节组的口头报告，根据三个有害的认知过程进行评级，表明一些学生围绕诱惑细节构建了心理模型（即，分流）。这种转移导致了相关学习内容的回忆变差。因此，诱惑性细节的有害影响似乎主要是由转移注意力引起的。
We investigated the processes that make seductive details (i.e., interesting but irrelevant pictures and text passages in learning materials) harmful for learning scientific concepts and principles. In our experiment, students (N = 113) learned without seductive details (control condition) or with seductive details, and afterwards worked on a knowledge test. They then retrospectively verbalized their thoughts during learning while watching a replay of their eye-movements during the learning session (cued retrospective reporting). Our findings showed that seductive details hampered the transfer of knowledge in students with lower final school grades (d = -0.60). The verbal reports from the seductive details group, which were rated according to three detrimental cognitive processes, indicated that several students constructed mental models around the seductive details (i.e., diversion). This diversion led to worse recall of the relevant learning contents. The detrimental effects of seductive details therefore seem to be mainly caused by diversion.