Disfluency Effect on Education

12/18/2018
DISFLUENCY EFFECT ON EDUCATION

Table of Contents
Introduction.................................................................................................................................................2
Aim..........................................................................................................................................................2
Research question...................................................................................................................................2
Hypothesis...............................................................................................................................................2
Literature review.........................................................................................................................................3
Research methodology................................................................................................................................5
Participants..............................................................................................................................................5
Materials, procedure, and design............................................................................................................5
Data analysis............................................................................................................................................6
Results and Discussion.................................................................................................................................6
References...................................................................................................................................................8
Appendix.....................................................................................................................................................9

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Introduction
The concept of disfluency refers to the metacognitive experience of ease or difficulty associated
with completing a mental task (Pieger, 2016). This research tries to investigate the disfluency
effect on educational outcomes. The aim is to determine whether it would be easier memorizing
content written in good font compared to content written in poor font.
It is common knowledge that texts that are written in good font shall be more readable and easy
to read compared to content written in poor font types and sizes (Anne K. Cordes, 2009).
However, content that is read with difficulty could be more longer retained than those that are
easy to read. This research therefore tries to investigate this phenomenon (Dorothy M. Aram,
2010).
Among the alluring troubles that can be acquainted into a classroom to improve retention,
disfluency emerges as being especially unintuitive. Disfluency is the way toward making things
to be adapted increasingly hard to process which implies that the student, in utilizing all the more
preparing, forms the material to a more profound dimension. This is generally done by
presenting obstruction amid the encoding phase of getting the hang of, making the procedure
progressively troublesome, and prompting extra preparing ideal from the begin supporting in
recollecting the material.
The extra handling fortifies affiliations made between the approaching stimuli and the already
present semantic data. At the point when the affiliations are reinforced there is a superior
memory for the disfluent than the fluent things. The most contemplated type of disfluency to date
has been the text style utilized in the introduction of material. In spite of the fact that there was
protection from utilizing a disfluent text style in the main field ponders, when that was survived,

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the proof was obvious from both research center and field thinks about that creation the textual
style increasingly hard to peruse prompted better memory for the material introduced. The
understudies had the ability to review data quicker and all the more precisely when the material
was displayed in a text style that was marginally hard to peruse.
Aim
The aim of this research was to investigate whether it would be easier retaining fluent or
disfluent information.
Research question
The following research question was formulated for this research;
Is disfluent information more retained for longer times compared to fluent information?
Hypothesis
The following hypothesis answered the research question;
H0: Disfluent information is not more retained for longer time compared to fluent information.
H1: Disfluent information is more retained for longer time compared to fluent information.