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Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect

Reber, Rolf and Greifeneder, Rainer. (2016) Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect. Educational Psychologist, 52 (2). pp. 84-103.

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Official URL: http://edoc.unibas.ch/52745/

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Abstract

Processing fluency—the experienced ease with which a mental operation is performed has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school
education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher–student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas: metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike.
Faculties and Departments:07 Faculty of Psychology > Departement Psychologie > Forschungsbereich Sozial-, Wirtschafts- und Entscheidungspsychologie > Sozialpsychologie (Greifeneder)
UniBasel Contributors:Greifeneder, Rainer
Item Type:Article, refereed
Article Subtype:Research Article
Publisher:Taylor & Francis
ISSN:0046-1520
e-ISSN:1532-6985
Note:Publication type according to Uni Basel Research Database: Journal article -- The final publication is available at Taylor & Francis, see DOI link.
Language:English
Identification Number:
Last Modified:16 Aug 2018 16:07
Deposited On:28 Sep 2017 08:04

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