Overcoming Bias

Share this post

Against Interesting Details

www.overcomingbias.com

Against Interesting Details

Robin Hanson
Dec 31, 2008
Share this post

Against Interesting Details

www.overcomingbias.com

From the December Journal of Experimental Psychology:

In Experiment 1, students received an illustrated booklet, PowerPoint presentation, or narrated animation that explained 6 steps in how a cold virus infects the human body. The material included 6 high-interest details mainly about the role of viruses in sex or death (high group) or 6 low-interest details consisting of facts and health tips about viruses (low group). The low group outperformed the high group across all 3 media on a subsequent test of problem-solving transfer (d = .80) but not retention (d = .05). In Experiment 2, students who studied a PowerPoint lesson explaining the steps in how digestion works performed better on a problem-solving transfer test if the lesson contained 7 low-interest details rather than 7 high-interest details (d = .86), but the groups did not differ on retention (d = .26). In both experiments, as the interestingness of details was increased, student understanding decreased (as measured by transfer). Results are consistent with a cognitive theory of multimedia learning, in which highly interesting details sap processing capacity away from deeper cognitive processing of the core material during learning.

For this reason I tend to disagree with most people about who are the best speakers and writers.  Most people prefer those with lots of interesting tidbits; I prefer those that stay focused on and deliver a key interesting point. 

Share this post

Against Interesting Details

www.overcomingbias.com
Comments
TopNewCommunity

No posts

Ready for more?

© 2023 Robin Hanson
Privacy ∙ Terms ∙ Collection notice
Start WritingGet the app
Substack is the home for great writing