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

We investigated the processes that make seductive details (i.e., interesting but irrelevant pictures and text passages in learning materials) harmful for scientific concepts principles. In our experiment, students (N = 113) learned without (control condition) or with details, afterwards worked on a knowledge test. They then retrospectively verbalized their thoughts during while watching replay of eye-movements session (cued retrospective reporting). Our findings showed hampered transfer lower final school grades (d −0.60). The verbal reports from group, which were rated according to three detrimental cognitive processes, indicated several constructed mental models around diversion). This diversion led worse recall relevant contents. effects therefore seem be mainly caused by diversion.