Specific questions during retrieval practice are better for texts containing seductive details

Abstract

We investigated how to optimize the effectiveness of retrieval-based learning when the instructional text comprises seductive details (i.e., interesting but irrelevant text adjuncts). Specific questions during retrieval practice should help students focus their recall on main ideas—and not on seductive details, which should in turn foster delayed post-test performance. In this experiment, participants (N = 103) learned from an instructional text about coffee, either with or without seductive details; in subsequent retrieval practice, the participants received either unspecific or specific questions (2 × 2 between-subjects design). One week later, all participants received a delayed posttest assessing learning outcomes. As expected, when the instructional text comprised seductive details, participants given specific questions during retrieval practice had better learning outcomes than those given an unspecific question. We conclude that retrieval tasks should be aligned with learning materials: more specific retrieval tasks are better for materials including irrelevant information.