Kliegl, Oliver and Bartl, Johannes and Baeuml, Karl-Heinz T. (2022) The Pretesting Effect Comes to Full Fruition After Prolonged Retention Interval. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION. ISSN 2211-3681, 2211-369X
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Taking a pretest before material is studied can enhance recall of that material on a subsequent final test. In the present research, we examined whether the magnitude of this pretesting effect is modulated by the delay that precedes the final test. Experiment 1 employed paired associates as study material and retention intervals of up to 30 min; Experiment 2 employed an educationally more relevant prose passage as study material and retention intervals of up to one whole week. In both experiments, we examined whether pretesting some of the study material improved recall of the pretested information relative to other material that was not pretested. Results of both experiments replicated the benefit of pretesting for retention of studied material. Strikingly, this pretesting effect increased and roughly doubled with increasing delay. Pretesting could play a significant role in educational settings where information typically needs to be retained over longer periods of time.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | GENERATING ERRORS; MEMORY; ENHANCE; PREQUESTIONS; CONTEXT; LONG; INTERFERENCE; BENEFITS; FEEDBACK; LEARNERS; testing effect; pretesting effect; retention interval; elaboration |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Human Sciences > Institut für Psychologie > Lehrstuhl für Psychologie IV (Entwicklungs- und Kognitionspsychologie) - Prof. Dr. Karl-Heinz Bäuml |
| Depositing User: | Petra Gürster |
| Date Deposited: | 12 Oct 2023 06:37 |
| Last Modified: | 12 Oct 2023 06:37 |
| URI: | https://pred.uni-regensburg.de/id/eprint/56617 |
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