| Title | Fortune favors the bold and Italicized: Effects of disfluency on educational outcomes
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| Authors | Connor Diemand-Yauman, Daniel M. Oppenheimer, Erikka B. Vaughan
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| Journal | Cognition. 2011 Jan;118(1):111-5. Epub 2010 Oct 30.
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| Year of publishing | 2011
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| Abstract | Previous research has shown that disfluency – the subjective experience of difficulty associated
with cognitive operations – leads to deeper processing. Two studies explore the
extent to which this deeper processing engendered by disfluency interventions can lead
to improved memory performance. Study 1 found that information in hard-to-read fonts
was better remembered than easier to read information in a controlled laboratory setting.
Study 2 extended this finding to high school classrooms. The results suggest that superficial
changes to learning materials could yield significant improvements in educational
outcomes.
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