The Consequences of Including Seductive Details during Lecture

Teaching of Psychology

Volumn 32, Issue 2, 2005, Pages 100-103

  Harp, Shannon F ^a   Maslich, Amy A ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20444486992     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/s15328023top3202_4     Document Type: Article

References (9)

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4. Garner R. Gillingham M. G. White C. S. (1989). Effects of “seductive details” on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41–57.
5. Harp S. F. Mayer R. E. (1997). The 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.
6. 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, 414–434.
7. Mayer R. E. Steinhoff K. Bower G. Mars R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43.
8. Wade S. E. Adams R. B. (1990). Effects of importance and interest on recall of biographical text. Journal of Reading Behavior, 22, 331–353.
9. World book encyclopedia. (1992). Chicago: World Book.