Some subscribers to TIPS and TeachEdPsych might be interested in a post "Re: More Difficult to Read Text Leads to Better Retention #2" [Hake (2010)]. The abstract reads:
**************************************** ABSTRACT: In response to my post "Re: More Difficult to Read Text Leads to Better Retention" EDDRA2's Keith Baker wrote : "Bad fonts slow down reading which means that info has longer to get processed into long term memory which improves memory of the info. . . . . . . CP Snow was right. There is no need for physicists to reinvent the wheel psychology discovered 100 years ago if there is good education." Two points: 1. I wonder if Baker could tell us *what* he thinks C.P. Snow <http://en.wikipedia.org/wiki/C._P._Snow> was right about? 2. Regarding physicists "reinventing the wheel psychology discovered 100 years ago": a. The article "Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes" [Oppenheimer et al. (2010)] was authored by *psychologists* at Princeton and Indiana University. b. Considering the probable insignificance of "difficult-to-read fonts" to higher-order learning relative to "interactive engagement" [Benezet (1935, 1936), Hake (1998a,b)], is the emphasis on fonts actually a flat tire rather than a wheel? - see the signature quote. **************************************** To access the complete 12 kB post please click on <http://bit.ly/cmFMZr>. Richard Hake, Emeritus Professor of Physics, Indiana University Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII) <[email protected]> <http://www.physics.indiana.edu/~hake> <http://www.physics.indiana.edu/~sdi> <http://HakesEdStuff.blogspot.com> <http://iub.academia.edu/RichardHake> "It seems that in education, the wheel (more usually the flat tire) must be reinvented every few decades" Lee Shulman, as paraphrased by the late Arnold Arons (1986, p. 24): REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on 31 October 2010.] Hake, R.R. 2010. "Re: More Difficult to Read Text Leads to Better Retention #2," online on the OPEN! AERA-L archives at <http://bit.ly/cmFMZr>. The abstract and link to the complete post are being transmitted to various discussion lists and are also online on my blog "Hake'sEdStuff" at <http://bit.ly/c040Lz>. Oppenheimer, D.M., C.D. Yauman, & E.B. Vaughn. 2010. "Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes," online at <http://bit.ly/cATcBK>. --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=6139 or send a blank email to leave-6139-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
