Disfluent fonts don't help people solve math problems

Journal of Experimental Psychology: General

Volumn 144, Issue 2, 2015, Pages e16-e30

  Meyer, Andrew ^a   Frederick, Shane ^a   Burnham, Terence C ^b   Guevara Pinto, Juan D ^c   Boyer, Ty W ^d   Ball, Linden J ^e   Pennycook, Gordon ^f   Ackerman, Rakefet ^g   Thompson, Valerie A ^h   Schuldt, Jonathon P ⁱ  

^a YALE UNIVERSITY   (United States)

^b CHAPMAN UNIVERSITY   (United States)

^c LOUISIANA STATE UNIVERSITY   (United States)

^d GEORGIA SOUTHERN UNIVERSITY   (United States)

^e UNIVERSITY OF CENTRAL LANCASHIRE   (United Kingdom)

^f UNIVERSITY OF WATERLOO   (Canada)

^g TECHNION ISRAEL INSTITUTE OF TECHNOLOGY   (Israel)

^h UNIVERSITY OF SASKATCHEWAN   (Canada)

ⁱ Department of Obstetrics Gynecology   (United States)

Author keywords

Disfluency; Dual system processing; Fluency; Judgment; Reasoning

Indexed keywords

ADULT; HUMAN; MATHEMATICAL PHENOMENA; META ANALYSIS; PATTERN RECOGNITION; PHYSIOLOGY; PROBLEM SOLVING; PSYCHOMOTOR PERFORMANCE; READING;

ADULT; HUMANS; MATHEMATICAL CONCEPTS; PATTERN RECOGNITION, VISUAL; PROBLEM SOLVING; PSYCHOMOTOR PERFORMANCE; READING;

EID: 84926333597     PISSN: 00963445     EISSN: None     Source Type: Journal    
DOI: 10.1037/xge0000049     Document Type: Article

References (38)

1. Alter, A. (2013). Drunk tank pink: And other unexpected forces that shape how we think, feel, and behave. New York: Penguin.
2. Alter, A. L., Oppenheimer, D. M., & Epley, N. (2013). Disfluency prompts analytic thinking-But not always greater accuracy: Response to Thompson et al. Cognition, 128, 252-255. http://dx.doi.org/10.1016/j .cognition.2013.01.006.
3. Alter, A. L., Oppenheimer, D. M., Epley, N., & Eyre, R. N. (2007). Overcoming intuition: Metacognitive difficulty activates analytic reasoning. Journal of Experimental Psychology: General, 136, 569-576. http://dx.doi.org/10.1037/0096-3445.136.4.569.
4. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. E. Metcalfe & A. P. Shimamura (Eds.), Metacognition:Knowing about knowing (pp. 185-205). Boston: The MIT Press.
5. Cotton, D., Joseph, E., Lede, M., & Ronan, D. (2014, December). The Effect of Font Structure on Memory and Reading. Time Poster presented at the biannual evening of psychological science, University of Connecticut.
6. Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune favors the bold (and the italicized): Effects of disfluency on educational outcomes. Cognition, 118, 111-115. http://dx.doi.org/10.1016/j.cognition.2010.09.012.
7. Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean betterto-understand? Applied Cognitive Psychology, 28, 488-501. http://dx .doi.org/10.1002/acp.3004.
8. Erickson, T. D., & Mattson, M. E. (1981). From words to meaning: A semantic illusion. Journal of Verbal Learning & Verbal Behavior, 20, 540-551. http://dx.doi.org/10.1016/S0022-5371(81)90165-1.
9. Exell, R., & Stupple, E. J. N. (2011). Text disfluency in belief-biased syllogistic reasoning. Unpublished raw data.
10. Frederick, S. (2005). Cognitive reflection and decision making. The Journal of Economic Perspectives, 19, 25-42. http://dx.doi.org/10.1257/089533005775196732.
11. French, M. M. J., Blood, A., Bright, N. D., Futak, D., Grohmann, M. J., Hasthorpe, A.,... Tabor, J. (2013). Changing fonts in education: How the benefits vary with ability and dyslexia. The Journal of Educational Research, 106, 301-304. http://dx.doi.org/10.1080/00220671.2012.736430.
12. Gladwell, M. (2013). David and Goliath: Underdogs, misfits, and the art of battling giants. New York: Little, Brown.
13. Guevara Pinto, J. D. (2014). Effects of perceptual fluency on reasoning and pupil dilation. (University Honors Program Thesis). Retrieved from DigitalCommons@Georgia Southern, http://digitalcommons.georgia southern.edu/honors-theses/2
14. Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
15. Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Strous, & Giroux.
16. Kahneman, D., & Beatty, J. (1966). Pupil diameter and load on memory. Science, 154, 1583-1585. http://dx.doi.org/10.1126/science.154.3756.1583.
17. Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. Heuristics and Biases: The Psychology of Intuitive Judgment, 49.
18. Laeng, B., Sirois, S., & Gredebäck, G. (2012). Pupillometry: A window to the preconscious? Perspectives on Psychological Science, 7, 18-27. http://dx.doi.org/10.1177/1745691611427305.
19. Lee, M. H. (2013). Effects of disfluent kanji fonts on reading retention with e-book. Paper presented at the 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT; pp. 481-482). Beijing, China:IEEE.
20. Levitt, S. D. (2004). Why are gambling markets organised so differently from financial markets? The Economic Journal, 114, 223-246. http://dx .doi.org/10.1111/j.1468-0297.2004.00207.x.
21. Mata, A., Ferreira, M. B., & Sherman, S. J. (2013). The metacognitive advantage of deliberative thinkers: A dual-process perspective on over-confidence. Journal of Personality and Social Psychology, 105, 353-373. http://dx.doi.org/10.1037/a0033640.
22. Meyer, A., Spunt, R., & Frederick, S. (2015). The bat and ball problem.
23. Morsanyi, K., & Handley, S. J. (2012). Logic feels so good: I like it! Evidence for intuitive detection of logicality in syllogistic reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 596-616. http://dx.doi.org/10.1037/a0026099.
24. Oppenheimer, D. M., & Alter, A. L. (2014). The search for moderators in disfluency research. Applied Cognitive Psychology, 28, 502-504. http://dx.doi.org/10.1002/acp.3023.
25. Rosenthal, R. (1978). Combining results of independent studies. Psychological Bulletin, 85, 185-193. http://dx.doi.org/10.1037/0033-2909.85.1.185.
26. Rotello, C. M., & Heit, E. (2009). Modeling the effects of argument length and validity on inductive and deductive reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1317-1330. http://dx.doi.org/10.1037/a0016648.
27. Shweder, R. A. (1977). Likeness and likelihood in everyday thought:Magical thinking in judgments about personality. Current Anthropology, 18, 637-658. http://dx.doi.org/10.1086/201974.
28. Simmons, J. P., & Nelson, L. D. (2006). Intuitive confidence: Choosing between intuitive and nonintuitive alternatives. Journal of Experimental Psychology:General, 135, 409-428. http://dx.doi.org/10.1037/0096-3445.135.3.409.
29. Simons, D. J. (2014). The value of direct replication. Perspectives on Psychological Science, 9, 76-80. http://dx.doi.org/10.1177/1745691613514755.
30. Song, H., & Schwarz, N. (2008). Fluency and the detection of misleading questions: Low processing fluency attenuates the Moses illusion. Social Cognition, 26(6), 791-799.
31. Stanovich, K. E., & West, R. F. (2007). Natural my side bias is independent of cognitive ability. Thinking & Reasoning, 13, 225-247..
32. Stanovich, K. E., & West, R. F. (2008). On the relative independence of thinking biases and cognitive ability. Journal of Personality and Social Psychology, 94, 672-695..
33. Sungkhasettee, V. W., Friedman, M. C., & Castel, A. D. (2011). Memory and metamemory for inverted words: Illusions of competency and desirable difficulties. Psychonomic Bulletin & Review, 18, 973-978. http://dx.doi.org/10.3758/s13423-011-0114-9.
34. Thompson, V. A., Turner, J. A. P., Pennycook, G., Ball, L. J., Brack, H., Ophir, Y., & Ackerman, R. (2013). The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking. Cognition, 128, 237-251. http://dx.doi.org/10.1016/j.cognition.2012.09.012.
35. Trippas, D., Handley, S. J., & Verde, M. F. (2014). Fluency and belief bias in deductive reasoning: New indices for old effects. Frontiers in Psychology, 5, 631. http://dx.doi.org/10.3389/fpsyg.2014.00631.
36. Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36, 1-48..
37. Weltman, D., & Eakin, M. (2014). Incorporating unusual fonts and planned mistakes in study materials to increase business student focus and retention. INFORMS Transactions on Education, 15, 156-165. http://dx.doi.org/10.1287/ited.2014.0130.
38. Yue, C. L., Castel, A. D., & Bjork, R. A. (2013). When disfluency is-and is not-a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory. Memory & Cognition, 41, 229-241. http://dx.doi.org/10.3758/s13421-012-0255-8.