Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344-355.

Sanchez, C.; Wiley, J.

2006

Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344-355.

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Previous work on learning from text has demonstrated that although illustrated text can enhance comprehension, illustrations can also sometimes lead to poor learning outcomes when they are not relevant to understanding the text. This phenomenon is known as the seductive details effect. The first experiment was designed to test whether the ability to control one's attention, as measured by working memory span tasks, would influence the processing of a scientific text that contained seductive (irrelevant) images, conceptually relevant images, or no illustrations. Understanding was evaluated using both an essay response and an inference verification task. Results indicated that low working memory capacity readers are especially vulnerable to the seductive details effect. In the second experiment, this issue was explored further, using eye-tracking methodology to evaluate the reading patterns of individuals who differed in working memory capacity as they read the same seductively illustrated scientific text. Results indicated that low working memory individuals attend to seductive illustrations more often than not and, also, for a longer duration than do those individuals high in working memory capacity.

The results suggest that high-WMC individuals are not as susceptible to the seductive details effect, because they are better able to ignore the irrelevant illustrations and focus on text. Thus, the chance of being 'seduced'is much lower for high-WMC individuals.

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