Abstract
Taking a pretest before to-be-learned material is studied can improve long-term retention of the material relative to material that was initially only studied. Using weakly associated word pairs (Experiments 1 and 3), Swahili-German word pairs (Experiment 2), and prose passages (Experiment 4) as study material, the present study examined whether this pretesting effect is modulated in size when ...
Abstract
Taking a pretest before to-be-learned material is studied can improve long-term retention of the material relative to material that was initially only studied. Using weakly associated word pairs (Experiments 1 and 3), Swahili-German word pairs (Experiment 2), and prose passages (Experiment 4) as study material, the present study examined whether this pretesting effect is modulated in size when pretests are repeatedly administered during acquisition. All four experiments consistently showed the typical pretesting effect, with enhanced recall after a single guessing attempt relative to the study-only baseline. Critically, the pretesting effect increased in size when multiple guessing attempts were made during acquisition, regardless of whether the duration of the pretesting phase increased with the number of guesses (Experiments 1, 2, and 4) or was held constant (Experiment 3). The results of Experiment 4 also indicate that neither a single guessing attempt nor multiple guessing attempts easily induce the transfer of learning to previously studied but untested information. Together, the findings demonstrate that additional guesses can promote access to the pretested target material on the final test, suggesting that in educational contexts, extensive pretesting during acquisition may serve as an effective learning strategy.
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