The Delayed Effect Of Perceptual Blurry Disfluency

Perceptual fluency refers to a subjective feeling or experience of the individual’s difficulty in processing external information at the level of perception,reflecting the low-level processing of the attributes related to stimulating external forms.The study found that reducing the perceptual fluency of learning materials appropriately,can increase the subjective difficulty perceived by learners and stimulate the learners’ analytical thinking so that improve their academic performance ultimately.This phenomenon is called “disfluent effect” in educational psychology.While some difficult learning conditions can improve learning,the findings regarding the contribution to learning of disfluent materials have been inconsistent.We seek breakthroughs in terms of more rational theoretical frameworks and boundary conditions of disfluent effects.It is suggested that the qualitative match of the evoked encoding processes of the applied difficulty with respect to the required retrieval processes of the memory test and the time delayed of the test may be two key factors affecting the disfluent effect.We believe that learning is a dynamic and complex process,whether memory is improved and enhanced is a time-dependent dynamic problem.Therefore,immediate performance does not reflect the effect of disfluency on memory intervention.Disfluent effects will appear over time.This study explores the disfluent delayed effects of perception through three experiments,the results discuss when and under which circumstances disfluency can promote learning as a desirable difficulty.The Study 1 contains 1a and 1b experiments,by manipulating word clarity and using the Continuous Identification(CID)task paradigm,exploring how does the perceptual blurry affect judgments of learning and memory(immediate/delayed)in the recall and recognition.In Study 1,we used different memory tests to detect disfluent effects in the same experimental manipulation mode,in order to explore whether the effect depends on the Similarity of encoding process and retrieval process.The Study 2 replaces the experimental material with a picture,changes the picture clarity to explore whether the disfluent delayed effect of perception still exists in non-semantic concepts such as images.In the experimental procedure,the naming of the stimulus is cancelled,and it is verified whether the naming fluency will be Interfere with learning judgments and memory scores.Study 1 explores the disfluent effectsin semantic concepts.Study 2 further verifies whether this effect exists in non-semantic concepts.Two studies have jointly explored when and under what conditions disfluency can benefit learning.The above studies mainly obtained the following results:1)Perceptual disfluency as a clue affects our judgment of learning.Compared with clear and fluent materials,we will give blurry and disfluent materials to lower JOLs.It is harder to remember for items that experience difficulty.2)The clarity of the material(perceptual blurry)has no effect on the immediate performance.After a certain test time delayed,the blurry material with lower fluency has better performance,and the naming fluency did not interfere with learning judgments and memory performance in the experiment.3)The qualitative match of the evoked encoding processes of the applied difficulty with respect to the required retrieval processes of the memory test as well as when there is a certain time delayed between the experimental manipulation and memory test,the perceptual disfluency can promote learning as a desirable difficulty.4)This perceptual disfluent delayed effect exists not only in semantic concepts such as words,but also in non-semantic concepts such as images,which have certain stability and universality.