Metamemory judgments, defined as predictions of memory performance, are often influenced by misleading cues, such as fluency. However, how fluency cues compete to influence retrospective metamemory judgments is still unclear. The present study investigated how multiple fluency cues concurrently influence immediate feeling of knowing (FOK)…

People regularly read multi-line texts in different formats and publishers, internationally, must decide how to present text to make reading most effective and efficient. Relatively few studies have examined multi-line reading, and fewer still Chinese multi-line reading. Here, we examined whether texts presented in single or double columns, and…

Removing interword spacing has been shown to disrupt lower-level oculomotor processes and word identification during text reading. However, the impact of these disruptions on higher-level processes remains unclear. To examine the influence of spacing on inferential processing, we monitored eye movements while participants read spaced and unspaced…

The split-attention effect posits that learning outcomes are negatively impacted when interrelated text and graphics are spatially segregated rather than cohesively integrated. This study explored how the instructional material's presentation size influences the manifestation of the split-attention effect. Based on cognitive load theory and…

Dynamic assessment (DA) integrates assessment and instruction between the instructor and learners. It emphasizes the learning process. DA was introduced to 24 undergraduates and 9 graduate students in two academic writing courses in Taiwan. The analysis of the pre- and post-tests, writing portfolios, observations, and interviews reached the…

During a classroom-based study that featured wordless and almost wordless picturebooks, instruction and adult mediation communicated to Kindergarten children that elements of visual art, design, and layout are fundamental to meaning-making when transacting with this format of literature. The illustration techniques described by Ray (2010) were…

Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students…

The impact of text length on the estimation of lexical diversity has captured the attention of the scientific community for more than a century. Numerous indices have been proposed, and many studies have been conducted to evaluate them, but the problem remains. This methodological review provides a critical analysis not only of the most commonly…

Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing…

A common method used by memory scholars to enhance retention is to make materials more challenging to learn--a benefit termed desirable difficulties. Recently, researchers have investigated the efficacy of Sans Forgetica, a perceptually disfluent/distinctive font which may increase processing effort required at study and enhance memory as a…

In multimedia stimuli (e.g., comics), the reader must follow a narrative in which text and image both contribute information, and artists may use more irregular layouts which must still be followed correctly. While previous work has found that the external structure (outlines) of panels is a major contributor to navigation decisions in comics,…

When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these…

Background: Research shows that providing readers with a title prior to reading a passage increases comprehension compared with reading a passage without a title. However, the specific type of comprehension that is facilitated by the presence of a title and how this relates to reading time has not been examined. We present three experiments in…

We develop the notions of "resistance" and "points of entry" in the context of alternative written textual formats used in physics teacher education. Studies point out that textbooks have played an important role in undergraduate physics courses, which can be part of the initial training of physics teachers. On the foundation…

Subsequent recall is improved if students try to recall target material during study (self-testing) versus simply re-reading it. This effect is consistent with the notion of "desirable difficulties." If the learning experience involves difficulties that induce extra effort, then retention may be improved. Not all difficulties are…