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ERIC Number: EJ1095689
Record Type: Journal
Publication Date: 2016-Apr
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1556-1623
Recommendations for Exploring the Disfluency Hypothesis for Establishing Whether Perceptually Degrading Materials Impacts Performance
Dunlosky, John; Mueller, Michael L.
Metacognition and Learning, v11 n1 p123-131 Apr 2016
The target articles explore a common hypothesis pertaining to whether perceptually degrading materials will improve reasoning, memory, and metamemory. Outcomes are mixed, yet some evidence was garnered in support of a version of the disfluency hypothesis that includes moderators, and along with evidence from prior research, researchers will likely continue to explore the impact of disfluency on reasoning and learning. Toward this end, evidence and discussion from the target articles also suggest recommendations--both explicitly and implicitly--about how to explore this effect: (a) treat disfluency as a hypothesis to be tested and evaluate the disfluency hypothesis against alternatives; (b) pursue multiple replications of any disfluency effects; (c) attempt to measure differences in processing fluency across conditions; and (d) resist labeling manipulated variables with theoretically-laden terms. We expand on these recommendations in the present commentary.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A