Citation

James KK, Storm BC. J. Exp. Psychol. Appl. 2019; ePub(ePub): ePub.

Affiliation

Department of Psychology.

Copyright

(Copyright © 2019, American Psychological Association)

DOI

10.1037/xap0000231

PMID

31169394

Abstract

Taking a test before learning can enhance the long-term retention of the information that was tested, a phenomenon known as the pretesting effect. In the present research, we explored the consequences of pretesting on memory not only for the pretested information but also for nonpretested information. Across 5 experiments and various manipulations (the number of pretest questions, the relationship between pretested questions and nonpretested questions, whether participants expected nonpretested information to be tested, and the format of the to-be-learned material), a clear pattern of results emerged. Specifically, despite robust benefits of pretesting being observed for the learning of pretested information, in none of the 5 experiments did we find any evidence of pretesting affecting participants' ability to remember the information that was not itself pretested. This finding suggests that the benefits of pretesting may be relatively limited and may not necessarily extend beyond the enhanced learning of the specific information being pretested. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Language: en