Fortune favors the bold (and the italicized)¶
Diemand-Yauman, C., Oppenheimer, & Vaughan, E. B. (2011). Fortune favors the bold (and the italicized): Effects of disfluency on educational outcomes. Cognition, 118(1), 111-115.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Processing Fluency
- However, some disfluency (requiring slightly more perceptual or cognitive effort) can paradoxically increase learning retention—a phenomenon called the "desirable difficulty" effect, where moderate disfluency during learning increases long-term retention, as Diemand-Yauman, Oppenheimer, and Vaughan (2011) demonstrated using disfluent fonts in classroom and lab settings.
This sourceLab and classroom evidence that moderate disfluency (harder-to-read fonts) during encoding increases long-term retention—the canonical desirable-difficulty result.
- However, some disfluency (requiring slightly more perceptual or cognitive effort) can paradoxically increase learning retention—a phenomenon called the "desirable difficulty" effect, where moderate disfluency during learning increases long-term retention, as Diemand-Yauman, Oppenheimer, and Vaughan (2011) demonstrated using disfluent fonts in classroom and lab settings.
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Registry ID ref:14b95a084e16 · see in the full table