Perceptual fluency, that is, the ease with which people perceive information, has diverse effects on cognition and learning. For example, when judging the truth of plausible but incorrect information, easy-to-read statements are incorrectly judged as true while difficult to read statements are not. As we better remember information that is consistent with pre-existing schemata (i.e., schema congruency), statements judged as true should be remembered better, which would suggest that fluency boosts memory. Another line of research suggests that learning information from hard-to-read statements enhances subsequent memory compared to easy-to-read statements (i.e., desirable difficulties). In the present study, we tested these possibilities in two experiments with student participants. In the study phase, they read plausible statements that were either easy or difficult to read and judged their truth. To assess the sustainability of learning, the test phase in which we tested recognition memory for these statements was delayed for 24 h. In Experiment 1, we manipulated fluency by presenting the statements in colors that made them easy or difficult to read. In Experiment 2, we manipulated fluency by presenting the statements in font types that made them easy or difficult to read. Moreover, in Experiment 2, memory was tested either immediately or after a 24 h delay. In both experiments, the results showed a consistent effect of schema congruency, but perceptual fluency did not affect sustainable learning. However, in the immediate test of Experiment 2, perceptual fluency enhanced memory for schema-incongruent materials. Thus, perceptual fluency can boost initial memory for schema-incongruent memory most likely due to short-lived perceptual traces, which are cropped during consolidation, but does not boost sustainable learning. We discuss these results in relation to research on the role of desirable difficulties for student learning, to effects of cognitive conflict on subsequent memory, and more generally in how to design learning methods and environments in a sustainable way.

中文翻译：

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感知流畅性和图式一致性对可持续学习的不同影响

知觉流畅性，即人们感知信息的容易程度，对认知和学习有不同的影响。例如，在判断可信但不正确的信息的真实性时，易读的陈述被错误地判断为真，而难读的陈述则被错误地判断为真。当我们更好地记住与预先存在的模式（即模式一致性）一致的信息时，应该更好地记住被判断为正确的陈述，这表明流畅性可以提高记忆力。另一项研究表明，与易于阅读的陈述（即理想的困难）相比，从难读的陈述中学习信息可以增强后续记忆。在本研究中，我们在与学生参与者的两个实验中测试了这些可能性。在学习阶段，他们阅读看似容易或难以阅读的似是而非的陈述并判断其真实性。为了评估学习的可持续性，我们测试这些语句的识别记忆的测试阶段被推迟了 24 小时。在实验 1 中，我们通过以易于阅读或难以阅读的颜色呈现语句来操纵流畅性。在实验 2 中，我们通过以易于阅读或难以阅读的字体类型呈现语句来操纵流畅性。此外，在实验 2 中，立即或延迟 24 小时后测试记忆。在这两个实验中，结果都显示了图式一致性的一致效果，但知觉流畅性并没有影响可持续学习。然而，在实验 2 的即时测试中，感知流畅性增强了对模式不一致材料的记忆。因此，知觉流畅性可以增强模式不一致记忆的初始记忆，这很可能是由于短暂的感知痕迹，在巩固过程中被裁剪，但不会促进可持续学习。我们讨论了这些结果，这些研究涉及对学生学习所需困难的作用、认知冲突对后续记忆的影响，以及更普遍的关于如何以可持续的方式设计学习方法和环境的研究。