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Multiple-choice pretesting potentiates learning of related information
Jeri L Little1,2,3, Elizabeth Ligon Bjork4
1Department of Psychology, Washington University in St. Louis, St. Louis, MI, USA. jerilittle@gmail.com.
Memory & Cognition
|May 15, 2016
Summary
Using multiple-choice pretests before study significantly enhances learning of related, non-tested information. This testing effect, particularly with multiple-choice formats, shows lasting benefits for educational contexts.
Area of Science:
- Cognitive Psychology
- Educational Psychology
Background:
- The testing effect, or retrieval practice, typically examines tests given after learning.
- Limited research explores the impact of pretests on subsequent learning, especially for related, non-tested material.
Purpose of the Study:
- To investigate how pretests influence the learning of related information not directly assessed during pretesting.
- To compare the efficacy of different pretesting formats (multiple-choice vs. cued-recall) in enhancing subsequent learning.
Main Methods:
- Three experiments were conducted, involving pretesting followed by study phases.
- Experiment 1 compared multiple-choice pretesting, cued-recall pretesting, and a control condition.
- Experiments 2 and 3 examined learning of non-pretested related information and the persistence of effects.
Main Results:
- Multiple-choice pretesting superior to cued-recall and control for learning related, non-tested information.
- Benefits of multiple-choice pretesting were not due to increased study time for related material.
- Positive effects of multiple-choice pretesting persisted for at least 48 hours.
Conclusions:
- Pretesting, particularly with a multiple-choice format, can effectively enhance the learning of related, non-tested information.
- This suggests a valuable application of multiple-choice pretesting in educational settings to potentiate learning.
- The findings highlight the importance of considering pretest format in leveraging retrieval practice for broader learning gains.
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