Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant
Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant
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诱人的细节在较长的学习过程中也会造成损害——当细节被认为是相关的时
DOI：
10.1111/jcal.12560
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Bender
中科院分区：
文献类型：
--
作者：
Bender
背景过去的研究表明，诱人的细节(即学习材料中有趣但不相关的附属物)通过认知加工受损，阻碍了简短的教师控制的学习过程。目的我们结合多媒体学习和自我控制的理论和研究，测试诱人细节的有害影响是否也适用于更需要自我控制的较长和艰苦的学习过程(例如，在线讲座)。方法总共n=1194名学生在一个数字学习单元中学习了关于化学的五个章节，或者(1)没有诱人的细节，但没有被告知它们与学习目标无关，或(3)在被告知无关紧要的情况下，使用诱人的细节。为了评估学习结果，所有学生都完成了相同的后测，包括回忆和知识转移。结果和结论对于不知道细节无关的学生来说，诱人的细节不仅阻碍了整体的学习结果，而且在长期学习的最后阶段(即自我控制意愿降低)阻碍了学习结果。后一种影响是通过减少积极影响来实现的。含义诱人的细节效应似乎概括为延长了学习时间，学生可能会开始不喜欢诱人的细节。
BackgroundPast research has shown that seductive details (i.e., interesting, but irrelevant adjuncts in learning materials) hamper learning in short, instructor‐paced learning sessions through impaired cognitive processing.ObjectivesWe integrate theory and research on multimedia learning and self‐control to test whether detrimental effects of seductive details also apply to longer and strenuous learning sessions (e.g., online lectures), in which there is greater need for self‐control.MethodsA total ofN= 194 students studied five chapters in a digital learning unit about chemistry either (1) without seductive details, or (2) with seductive details but without being informed about their irrelevance for the learning goal, or (3) with seductive details while being informed about their irrelevance. To assess learning outcomes, all students completed the same posttests for recall and transfer of knowledge.Results and conclusionsFor students who were uninformed about the details' irrelevance, the seductive details impeded learning outcomes not just overall, but also in the final phase of prolonged studying (i.e., when the willingness to self‐control is reduced). The latter effect was mediated through a reduced positive affect.ImplicationsThe seductive details effect seems to generalize to prolonged learning sessions, where students may start to dislike the seductive details.
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影响因子：
7.6
作者：
P. Niedenthal;M. Brauer;Lucy Robin;Åse Innes-Ker
通讯作者：
P. Niedenthal;M. Brauer;Lucy Robin;Åse Innes-Ker
警告读者避免不相关的信息：当模糊可能是有价值的时候
DOI：
--
发表时间：
2011
期刊：
影响因子：
--
作者：
Annie Peshkam;M. Mensink;Adam L. Putnam;D. Rapp
通讯作者：
D. Rapp
具有指导意义的插图
DOI：
--
发表时间：
2019
期刊：
Advances in Instructional Psychology
影响因子：
--
作者：
R. Mayer
通讯作者：
R. Mayer
相互作用假设的对比检验。
DOI：
--
发表时间：
1997
期刊：
影响因子：
--
作者：
R. Abelson;Deborah A. Prentice
通讯作者：
Deborah A. Prentice
介绍。
影响因子：
1.4
作者：
Sodeke,StephenOlufemi
通讯作者：
Sodeke,StephenOlufemi