Researchers at Stanford University have shown that clean, jargon-free language makes it easier to absorb new ideas.

Of course, that’s not quite how they thought of it.

The researchers worked with fifth graders trying to learn about photosynthesis. One group was taught using the traditional method, which asks students to memorize words like “chlorophyll,” “glucose,” and “oxygen” as they learn the steps in the process. The other was taught the steps first, using common words the students were likely to already know—like “sugar” in place of “glucose”—and only afterward given the scientific words to match the processes.

At the end, when tested, students in the second group scored better on every type of question about photosynthesis:

“They got higher scores when questions were asked in everyday language. They got higher scores when questions were asked in science language. And when they were asked to write answers to open-ended questions, they were much better at writing their ideas in science language.”

The reason, according to the researchers, is that the second process more closely mimics the way people acquire language. We understand context and meaning first, and fix the correct word in our minds later.

The Stanford scientists were interested in the implications for educational practice, but their simple model is a powerful reminder to all writers and editors. When we know the correct terms of art to use, it is often tempting to define them in the beginning of a piece of writing and then launch right into using them. But it is far more powerful to introduce the ideas first, if only in summary, and define the jargon words later.

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