Harp, S. E., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.

Harp, S.; Mayer, R.

1998

Harp, S. E., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.

studie 4

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 Experiment 4, presenting the seductive details at the beginning of the passage exacerbated the seductive details effect, whereas presenting the seductive details at the end of the passage reduced the seductive details effect. The results suggest that seductive details interfere with learning by priming inappropriate schemas around which readers organize the material, rather than by distracting the reader or by disrupting the coherence of the passage.

When the seductive details were placed at the beginning of the passage, students recalled few of the main ideas but many of the seductive details. This same pattern was evident when the seductive details were interspersed throughout the passage. However, when the seductive details were placed at the end of the passage, students recalled more main ideas and fewer seductive details than the students in the other groups.

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