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The Search for Moderators in Disfluency Research
Author(s) -
Oppenheimer Daniel M.,
Alter Adam L.
Publication year - 2014
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3023
Subject(s) - psychology , cognitive psychology , cognition , neuroscience
Summary Recent research has demonstrated that, under the right circumstances, making fonts harder to read can improve educational outcomes. However, the initial demonstrations did not fully map out the boundary conditions for where this effect will and will not be observed. In this paper, we identify some of the most plausible moderators of the effect and provide some cautionary notes on how to interpret and report findings regarding disfluency in education. Copyright © 2014 John Wiley & Sons, Ltd.