The influence of typeface fluency on simple sentence encoding as measured through spectral power analysis

This item is only available electronically.Previous research has shown that typeface fluency has an impact on the encoding and processing of written texts. Specifically, less fluent letters and words appear to be processed more deeply and remembered more accurately. To date, there is limited research regarding the mechanisms by which typeface fluency impacts on the encoding of full sentences. Therefore, this study aimed to expand on this research by focusing on the way it can be applied to the encoding of full sentences. Participants were asked to memorise simple sentences presented in either a fluent or disfluent typeface. Electroencephalography was used to record the changes in spectral power during the learning phase in order to determine the level of encoding success. Following a period of distraction, an audio-presented recall task was used to assess recall accuracy. Fluency was found to be associated with changes in alpha power at learning. Further, alpha power significantly differed between the parietal and occipital regions of the brain but did not show any reaction with fluency. Due to performance ceiling effects, these findings could not be associated with memory outcomes. This research is especially relevant to education, as much of the information presented in schooling is digitally presented text. Keywords: electroencephalography, spectral power, typeface fluency, language encoding, typographyThesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201

Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best practice for lecture slide completeness and may be course/content dependent. In this study students performed better with complete handouts in physiology and research courses and with less complete handouts in biomechanics