Processing and recall of seductive details in scientific text

Published on Oct 1, 2007in Contemporary Educational Psychology4.277
· DOI :10.1016/J.CEDPSYCH.2006.07.002
Stephen Lehman6
Estimated H-index: 6
(USU: Utah State University),
Gregory Schraw68
Estimated H-index: 68
(UNR: University of Nevada, Reno)
+ 1 AuthorsKendall Hartley17
Estimated H-index: 17
(UNR: University of Nevada, Reno)
Sources
Abstract
Abstract This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). Role of interest in learning from scientific text and illustrations: on the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89 , 92–102; Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: a theory of cognitive interest in science learning. Journal of Educational Psychology, 90 , 441–434.] to suggest that the negative effects of seductive details’ on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence.
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References27
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In 2 experiments, the authors examined the effects of coherence and relevance on shallow and deeper text processing, testing the hypothesis that enhancing the relevance of text segments compensates for breaks in local and global coherence. In Experiment 1, they found that breaks in local coherence had no effect on any outcome measures, whereas relevance enhanced deeper processing. In Experiment 2, they found that breaks in global coherence interfered with shallow processing, whereas relevance en...
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After a brief historical overview of how interest and its role in learning had been conceptualized, the focus of the paper shifts to the specific relationship between interest and reading. The issues considered are the effect of interest on readers' comprehension and learning, the variables that determine readers' interests, and the specific processes such as attention that may mediate the effect of interest on learning. It is suggested that to allow researchers a better understanding of the med...
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#1Gregory Schraw (NU: University of Nebraska–Lincoln)H-Index: 68
#2Stephen Lehman (NU: University of Nebraska–Lincoln)H-Index: 2
This paper reviews theoretical and empirical research on situational interest. A distinction is made between situational and personal interest. The former is spontaneous and context-specific, whereas the latter is enduring and context-general. We summarize historical perspectives and recent empirical findings on situational interest. Five emergent themes are identified that focus on relationships among situational interest, information processing, and affective engagement. We also discuss import...
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Using multiple measures, this two-part investigation examined what text characteristics readers considered interesting and uninteresting, the relationships among these text characteristics, and how interest affected recall in two different expository texts on a high-interest topic—dinosaurs. Based on think-alouds and postreading verbal reports of college students in the first experiment, five text characteristics were most associated with interest: (a) information that was important, new, and va...
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Contents: Introduction: Some Initial Considerations. Part I: Models of Processing and Representation. S. Garrod, A. Sanford, Incrementality in Discourse Understanding. M. Langston, T. Trabasso, Modeling Causal Integration and Availability of Information During Comprehension of Narrative Texts. P. van den Broek, M. Young, Y. Tzeng, T. Linderholm, The Landscape Model of Reading: Inferences and the Online Construction of Memory Representation. C.A. Perfetti, J-F. Rouet, M.A. Britt, Toward a Theory ...
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In 4 experiments, students who read expository passages with seductive details (i.e., interesting but irrelevant adjuncts) recalled significantly fewer main ideas and generated significantly fewer problem-solving transfer solutions than those who read passages without seductive details. In Experiments 1, 2, and 3, revising the passage to include either highlighting of the main ideas, a statement of learning objectives, or signaling, respectively, did not reduce the seductive details effect. In E...
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Three experiments examined processing and recall differences associated with 2 different types of seductive details (i.e., highly interesting, but unimportant,text segments). Experiment I provided evidence of 2 different types of seductive details: those that are less interesting when read in isolation (context dependent) and those that are equally interesting in context or isolation (context independent). Experiment 2 found that context-dependent seductive details took longer to read and were r...
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