When and how seductive details harm learning. A study using cued retrospective reporting

Which beliefs it touches

• C8 Distracting extras sets a limit on it

  Lab experiment, 113 university students, fixed 6.5-minute study time: extras did not significantly lower transfer overall (p = .160; p = .055, d = −0.37, without the spatial-ability covariate); they did for the half with weaker school-leaving grades (d = −0.60), not significantly for the better half (d = −0.21). Cited in open question 12.