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Disfluent difficulties are not desirable difficulties : the (lack of) effect of Sans Forgetica on memory
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Taylor, Andrea, Sanson, Mevagh, Burnell, Ryan, Wade, Kimberley A. and Garry, Maryanne (2020) Disfluent difficulties are not desirable difficulties : the (lack of) effect of Sans Forgetica on memory. Memory, 28 (7). pp. 850-857. doi:10.1080/09658211.2020.1758726 ISSN 0965-8211.
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Official URL: http://dx.doi.org/10.1080/09658211.2020.1758726
Abstract
Scientists working at the intersection of cognitive psychology and education have developed theoretically-grounded methods to help people learn. One important yet counterintuitive finding is that making information harder to learn – that is, creating desirable difficulties – benefits learners. Some studies suggest that simply presenting information in a difficult-to-read font could serve as a desirable difficulty and therefore promote learning. To address this possibility, we examined the extent to which Sans Forgetica, a newly developed font, improves memory performance – as the creators of the font claim. Across four experiments, we set out to replicate unpublished findings by the font’s creators. Subjects read information in Sans Forgetica or Arial, and rated how difficult the information was to read (Experiment 1) or attempted to recall the information (Experiments 2–4). Although subjects rated Sans Forgetica as being more difficult to read than Arial, Sans Forgetica led to equivalent memory performance, and sometimes even impaired it. These findings suggest that although Sans Forgetica promotes a feeling of disfluency, it does not create a desirable difficulty or benefit memory.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education Z Bibliography. Library Science. Information Resources > Z004 Books. Writing. Paleography |
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| Divisions: | Faculty of Science, Engineering and Medicine > Science > Psychology | ||||||
| Library of Congress Subject Headings (LCSH): | Type and type-founding , Cognitive psychology, Educational psychology , Learning, Psychology of , Memory | ||||||
| Journal or Publication Title: | Memory | ||||||
| Publisher: | Taylor & Francis | ||||||
| ISSN: | 0965-8211 | ||||||
| Official Date: | 4 May 2020 | ||||||
| Dates: |
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| Volume: | 28 | ||||||
| Number: | 7 | ||||||
| Page Range: | pp. 850-857 | ||||||
| DOI: | 10.1080/09658211.2020.1758726 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of an article published by Taylor & Francis in Memory on 04 May 2020, available online: http://www.tandfonline.com/10.1080/09658211.2020.1758726 | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 11 May 2020 | ||||||
| Date of first compliant Open Access: | 4 May 2021 |
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