Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance
Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance
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DOI：
10.1002/acp.3479
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发表时间：
2019-01-01
影响因子：
2.4
通讯作者：
Renkl, Alexander
中科院分区：
文献类型：
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作者：
Eitel, Alexander;Bender, Lisa;Renkl, Alexander
我们调查了是否有诱人的细节（即，有趣但不相关的东西）只有在学生（错误地）认为它们是相关的时候才对学习有害。因此，我们进行了一项研究，参与者（N = 86）学习没有诱惑的细节（控制条件）或与诱惑的细节，在后一种情况下，有或没有被告知的诱惑细节的无关性。与我们的假设一致，只有那些没有被告知与诱人的细节无关的参与者的学习结果比控制条件下的参与者更差，从而揭示了诱人的细节效应。外在的认知负荷，而不是感知的时间压力，介导的负面影响，不知情的无关性的诱惑性的细节对学习成果。综上所述，我们的研究结果表明，诱惑细节的感知相关性是诱惑细节效应的边界条件。
We investigated whether seductive details (i.e., interesting but irrelevant adjuncts) are harmful to learning only when students (mistakenly) think that they are relevant. We therefore conducted a study in which participants (N = 86) learned either without seductive details (control condition) or with seductive details-in the latter case with or without being informed about the seductive details' irrelevance. In line with our hypotheses, only participants who were not informed about the irrelevance of seductive details revealed worse learning outcomes than those in the control condition, thereby revealing a seductive details effect. Extraneous cognitive load, but not perceived time pressure, mediated the negative effects of being uninformed about the irrelevance of seductive details on learning outcomes. Taken together, our results suggest that the perceived relevance of seductive details is a boundary condition of the seductive details effect.