Processing and recall of seductive details in scientific text

This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). 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; 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, 441–434.] to suggest that the negative effects of seductive details’ on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence.

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Work Title Processing and recall of seductive details in scientific text
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Open Access
Creators
  1. Stephen Lehman
  2. Gregory Schraw
  3. Matthew McCrudden
  4. Kendall Hartley
Keyword
  1. Seductive details
  2. Text comprehension
  3. Situational interest
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Contemporary Educational Psychology
Publication Date August 21, 2006
Publisher Identifier (DOI)
  1. https://doi.org/10.1016/j.cedpsych.2006.07.002
Deposited August 09, 2023

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Version 1
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  • Created
  • Added CEP_2007_Seductive_details.pdf
  • Added Creator Stephen Lehman
  • Added Creator Gregory Schraw
  • Added Creator Matthew McCrudden
  • Added Creator Kendall Hartley
  • Published
  • Updated Keyword, Description, Publication Date Show Changes
    Keyword
    • Seductive details, Text comprehension, Situational interest
    Description
    • x
    • This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). 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; 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, 441–434.] to suggest that the negative effects of seductive details’ on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence.
    Publication Date
    • 2007-10-01
    • 2006-08-21
  • Updated