How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning.

Harp, Shannon F.; Mayer, Richard E.

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Peer reviewed

ERIC Number: EJ576496

Record Type: Journal

Publication Date: 1998

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ISSN: ISSN-0022-0663

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How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning.

Harp, Shannon F.; Mayer, Richard E.

Journal of Educational Psychology, v90 n3 p414-34 Sep 1998

In four experiments involving 357 undergraduates, students who read expository passages with seductive details (interesting but irrelevant details) recalled fewer main ideas and generated fewer problem-solving transfer solutions than those who read passages without seductive details. Results suggest that seductive details may prime inappropriate schemas for organizing material. (SLD)

Descriptors: Cognitive Processes, Higher Education, Learning, Organization, Problem Solving, Recall (Psychology), Science Education, Student Interests, Transfer of Training, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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