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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ576496
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning.
Harp, Shannon F.; Mayer, Richard E.
Journal of Educational Psychology, v90 n3 p414-34 Sep 1998
In four experiments involving 357 undergraduates, students who read expository passages with seductive details (interesting but irrelevant details) recalled fewer main ideas and generated fewer problem-solving transfer solutions than those who read passages without seductive details. Results suggest that seductive details may prime inappropriate schemas for organizing material. (SLD)
Descriptors: Cognitive Processes, Higher Education, Learning, Organization, Problem Solving, Recall (Psychology), Science Education, Student Interests, Transfer of Training, Undergraduate Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Seductive Details