ERIC Number: EJ1275589
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
Lecturer Fluency Can Impact Students' Judgments of Learning and Actual Learning Performance
Wilford, Miko M.; Kurpad, Nayantara; Platt, Melanie; Weinstein-Jones, Yana
Applied Cognitive Psychology, v34 n6 p1444-1456 Nov-Dec 2020
The way in which information is presented can influence students' judgments of learning (JOLs). Carpenter, Wilford, Kornell, and Mullaney (2013) found that students reported higher JOLs after viewing a fluent lecturer (good speaker) versus a disfluent lecturer, whereas actual learning performance was unaffected by lecturer fluency. The current research sought to replicate Carpenter et al. (2013) and examine whether students could improve calibration of their JOLs if provided a second opportunity to do so over a different video. In three experiments, participants watched a video of a fluent or disfluent lecturer, made a JOL, completed a free-recall test, and then repeated this procedure with a second video. The fluent lecturer generally produced higher JOLs than the disfluent lecturer (for both videos) across all three experiments. However, fluency also had a positive impact on actual learning performance. These diverging results further illuminate the impact lecturer fluency can have on student learning.
Descriptors: Public Speaking, Lecture Method, Metacognition, Oral Language, Language Fluency, Learning Processes, Recall (Psychology)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/6tyn4/