Lehman, S., Schraw, G., McCrudden, M. T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32(4), 569-587.

Lehman, S.;Schraw, G.;McCrudden, M.;Hartley, K.

2007

Lehman, S., Schraw, G., McCrudden, M. T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32(4), 569-587.

studie 2

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.

The results of experiment 2 indicate that seductive details have a detrimental effect on both recall and deeper processing of text. Those who read the text with seductive details performed more poorly on the recall and deeper processing tasks compared to those who read the base text. Those who read the seductive details text spent less time reading base text sentences than seductive detail sentences. These data are consistent with the conclusion that the effects of seductive details are due to a combination of misdirected attentional resources and reduced coherence, and they partially support the inappropriate schema hypothesis.

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