A call for an unbiased search for moderators in disfluency research: Reply to oppenheimer and alter (2014)

Applied Cognitive Psychology

Volumn 28, Issue 5, 2014, Pages 805-806

  Kühl, Tim ^a   Eitel, Alexander ^b   Scheiter, Katharina ^b   Gerjets, Peter ^b  

^a UNIVERSITY OF MANNHEIM   (Germany)

^b KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; EDUCATION; FOLLOW UP; HUMAN; LEARNING; MOTIVATION; MULTIMEDIA; OUTCOME ASSESSMENT; PRIORITY JOURNAL; SCHOOL; STUDENT;

EID: 84927692706     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.3030     Document Type: Article

References (6)

1. 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, 114-118. doi: 10.1016/j.cognition.2010.09.012
2. Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology. doi: 10.1002/acp.3004
3. 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. doi: 10.1080/00220671.2012.736430
4. Kühl, T., Eitel, A., Damnik, G., & Körndle, H. (2014). The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189-198. doi: 10.1016/j.chb.2014.03.004
5. Oppenheimer, D. M., & Alter, A. L. (2014; this issue). The search for moderators in disfluency research. Applied Cognitive Psychology.
6. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86, 638-641. doi: 10.1037/0033-2909.86.3.638