Working memory capacity and disfluency effect: an aptitude-treatment-interaction study

According to Cognitive Load Theory, learning material should be designed in a way to decrease unnecessary demands on working memory (WM). However, recent research has shown that additional demands on WM caused by less legible texts lead to better learning outcomes. This so-called disfluency effect c...

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Veröffentlicht in:	Metacognition and learning 2016-04, Vol.11 (1), p.89-105
Hauptverfasser:	Lehmann, Janina, Goussios, Christina, Seufert, Tina
Format:	Artikel
Sprache:	eng
Schlagworte:	Aptitude Treatment Interaction Cognitive Processes Comprehension Difficulty Level Education Educational Practices Information processing Instructional Materials Interaction Learning and Instruction Learning Processes Memory Metacognition Recall (Psychology) Short Term Memory Student Characteristics Teaching and Teacher Education
Online-Zugang:	Volltext
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