Whether a difficulty benefits memory depends on whether it exercises processes not already supported by the material (material-appropriate processing)¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Per McDaniel and Einstein's material-appropriate processing framework, a difficulty's impact on comprehension and memory depends on whether it exercises beneficial processes not already supported by the material. → 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

q2 · i? · theoretical · r2

The commentary reports, citing McDaniel and Einstein (2005), the material-appropriate processing framework. It gives the example that re-arranging sentences enhances performance for expository text but not for material with familiar organization, whereas letter deletion shows the opposite pattern.

"how a certain difficulty impacts comprehension and later memory performance can depend on whether that difficulty exercises beneficial processes that are not already supported by characteristics of the material to be learned."

Discussion¶

Related Claims¶

• Any positive effects of responding to disfluency are most likely to appear on later perceptual tasks, not content recall — a narrower finding that bears on this claim
• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner — related