Обзор исследований эффекта не-беглости: может ли изменение шрифта улучшать запоминание и образовательные результаты?

Российский журнал когнитивной науки. 2022. Т. 9. № 3-4. С. 5–28.

Berezner T., Gorbunova E. S.

This review article is devoted to the disfluency effect, which is observed as an improvement in the memorization of information and subsequent educational results due to reduced processing fluency. According to the basic explanation of the disfluency effect, if information is written illegibly, the learner senses complexity, or disfluency, which leads to a deeper processing of information. Traditionally, the disfluency effect is considered from the perspective of Bjork’s desirable difficulties approach and Sweller’s cognitive load theory. In this article, we pay attention to these concepts and also discuss the main studies and meta-analyses devoted to the effect. It is worth noting that the existence of the disfluency effect is not seen as indisputable and raises doubts among the authors of the review and other colleagues. As indicated, a significant number of studies do not detect the effect; for this reason, possible moderators influencing its manifestation are also considered. A separate section of the review is devoted to research of the Sans Forgetica font. The font was specially created to be disfluent, and its developers proceeded from the assumption that the disfluency effect really exists. This review article is addressed to a wide range of readers, and it may be of interest to both specialists in the field of metacognition and for pedagogical practitioners.

Keywords: обучение, learning, память, memory, шрифты, fonts, эффект не-беглости, processing fluency, disfluency effect, беглость обработки информации

Publication based on the results of: Functioning of cognitive processes when users interact with digital interfaces (2022)