Any positive effects of responding to disfluency are most likely to appear on later perceptual tasks, not content recall¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors speculate that to the degree responding to disfluency exercises useful processes, positive effects would most likely show on a later perceptual task such as reading a new hard-to-read typeface, not on remembering text content. → Bjork 2016

Evidence¶

Bjork 2016¶

Bjork, R. A., & Yue, C. L. (2016). Commentary: Is disfluency desirable? Metacognition Learning, 11, 133–137. https://doi.org/10.1007/s11409-016-9156-8

q1 · i? · theoretical · r3

The authors' concluding speculation, framed from the perspective of transfer. They argue responding to disfluent text does not exercise processes transfer-appropriate for remembering text content, but may exercise lower-level processes transfer-appropriate for reading new hard-to-read typefaces.

"although responding to disfluent text does not appear to exercise processes that are Btransfer-appropriate^ (Morris et al. 1977)w h e n t h e later task requires remembering the content of the text, but perhaps responding to disfluent text does exercise lower-level processes that are transfer-appropriate when the later task involves something like reading a new and truly hard-to-read typeface."

Discussion¶

Related Claims¶

• The learning benefits of perceptual disfluency reported by Diemand-Yauman et al. (2011) do not replicate in any general way — related
• Disfluency is not clearly defined across the literature, hindering replication and precise measurement — related
• Whether a difficulty benefits memory depends on whether it exercises processes not already supported by the material (material-appropriate processing) — a broader claim this one bears on
• Disfluency increased study times without improving performance, suggesting time was spent deciphering text rather than processing contents more deeply — related
• Eye tracking shows fluency does not affect recall but learners spend more time on later sentences of degraded text — related