Test whether disfluency aids learning when key words are hard to read in isolation but readable given surrounding semantic context¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The commentary closes with a speculation for future research: although hard-to-read typefaces do not exercise transfer-appropriate processes for remembering text content, disfluency might be made to exercise higher-order processes. The authors propose examining "whether there might be benefits of disfluency when key words are presented in a form that makes them hard to read in isolation, but readable, if with a little effort, given the semantic context created by the surrounding (clear) words," analogous to letter-deletion benefits that involve drawing on relationships between a to-be-generated word and surrounding text.

Design Implications¶

Context¶

Requirements¶

• Key words must be hard to read in isolation but readable with effort given the semantic context of surrounding clear words

Constraints¶

• The authors present this as a speculation, not a tested finding

Target Learners¶

• Readers of expository text materials

Target Learning Goals¶

• Recall and comprehension of text content

Affordances¶

• Desirable Difficulties Conditions Bjork Yue

Related Strategies¶

• Do not recommend applying perceptual disfluency to study materials absent convincing evidence of a (moderated) effect

Examples¶

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Key Sources¶

• 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