Some blog followers 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."
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)
“It seems that in education, the wheel (more usually the flat tire) must be reinvented every few decades.” - Lee Shulman, paraphrased by the late Arnold Arons (1986, p. 24)
REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 31 October 2010.]
Arons, A.B. 1986. "Conceptual difficulties in science," in M.R. Rice, ed. Proceedings of the Chicago conferences on liberal education, No. 1: Undergraduate education in chemistry and physics," pp. 23-32. University of Chicago.
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.