Mitigating the seductive details effect by topic and irrelevance signals
Adults / lifelong learning Foundations of optimal learning Attention and memory
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| K51 (candidate) | Randomised online experiment (N = 195, self-paced): the same extras that lowered transfer when woven in unmarked (1.82 vs 2.90 of 6) did no harm in grey boxes announced as a separate topic (2.96; BF01 = 4.57 for no difference from the text without extras). Full text read. |
Limits (2)
| Claim | Basis |
|---|---|
| C8 | Randomised online experiment (N = 195): unmarked extras woven into a text lowered transfer (d = .74), but the same extras in grey boxes announced as a separate topic did not (equal to no extras, BF01 = 4.57); calling them irrelevant added nothing. C8 narrowed 2026-10-13 (presentation bound). |
| K50 (candidate) | Randomised online experiment (N = 195): retention did not differ between groups (F(3,189) = 1.23, p = .301) although transfer did. Full text read. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Wesenberg et al. (2026) — seductive details: the transfer harm disappears when the extras are boxed as a separate topic
Källa: Wesenberg, L., Krieglstein, F., Jansen, S., Schneider, S., & Rey, G. D. (2026). Mitigating the seductive details effect by topic and irrelevance signals. British Journal of Educational Psychology, 96, 382–400 (published online 21 August 2025). https://doi.org/10.1111/bjep.70022
Verified numbers (full text read 2026-10-13, open access)
- Sample: 215 recruited via Prolific, 195 analysed (exclusions for note-taking, unauthorised aids, an outlier, failed attention checks); German-speaking students resident in Germany; mean age 24.95 (SD 4.36); 46.2 % undergraduate, 19.5 % graduate, 3.6 % doctoral, 23.6 % secondary school. A priori power analysis: N = 179.
- Material: self-paced 461-word text on how coral reefs form; five interesting but irrelevant paragraphs (37–56 words) on the uses and benefits of corals, rated more interesting than the core text in a pretest.
- Groups: no extras (45); unmarked extras woven into the text (49); the same extras in grey boxes, announced beforehand as a separate topic (topic signals, 49); boxes announced as a separate topic and as irrelevant for the test (52).
- Transfer (six open questions, max 6; adjusted means, Table 3): 2.90, 1.82, 2.96, 2.40. ANCOVA F(3, 189) = 6.42, p < .001. Unmarked vs none p < .001, d = .74; topic signals vs unmarked p < .001, d = −.79; Bayesian no extras vs topic signals BF01 = 4.57; irrelevance added to topic signals p = .055, d = .39 (direction: lower).
- Retention: no group differences (F(3, 189) = 1.23, p = .301).
- Interest: higher with extras (p = .009, d = −.54); interest partly mediated better retention and transfer. Self-reported extraneous load did not differ.
- Authors: a first finding that "needs replication before reliable, practical recommendations can be made"; limits include an online sample, one text and an immediate test.
- Reported, not read: a separation prompt did not reduce the harm in Kienitz, Krebs & Eitel 2023; relevance/irrelevance signals removed it in Eitel, Bender & Renkl 2019, Kienitz et al. 2023 and Bender, Renkl & Eitel 2021.
Role for C8
Limits (weaken, 2026-10-13): the transfer harm is shown for extras woven into the material; in this experiment the same extras, set apart and announced as a separate topic, did not lower transfer. The unmarked condition reproduced the harm, so the average claim stands.
Metadata as recorded
- ID
- CLT-007
- Tier
- RCT
- Closed-book follow-up
- n/a (retention and transfer tests right after reading, without the text)
- Titel
- Mitigating the seductive details effect by topic and irrelevance signals
- Författare
- Wesenberg, L.; Krieglstein, F.; Jansen, S.; Schneider, S.; Rey, G. D.
- År
- 2026 (British Journal of Educational Psychology 96, 382–400; published online 21 August 2025)
- Källa/DOI
- https://doi.org/10.1111/bjep.70022
- URL
- https://pmc.ncbi.nlm.nih.gov/articles/PMC12879520/ (open access)
- Typ
- randomised online experiment, one factor with four groups (no extras; unmarked extras; extras in boxes announced as a separate topic; boxes announced as a separate topic and irrelevant); N = 195 German-speaking students recruited via Prolific
- Åldersgrupp
- vuxen-livslangt (mean age 24.95; mostly university students, about a quarter at secondary school)
- Teman
- optimalt-larande-grunder;uppmarksamhet-och-minne
- Hämtad
- 2026-10-13
- Paywall
- open access (Wiley / PMC)
The original files (PDF or abstract) are kept in the project archive and are not published here.