Guessing as a learning intervention: A meta-analytic review of the prequestion effect

Giving students test questions before they have learned the correct answers (i.e., prequestions) enhances learning. However, existing research has provided conflicting evidence on whether the benefits of prequestions are specific to the initially tested material or if they generalize to new, nontested material. In this review, we summarize the literature on the prequestion effect, describe the attention-based account underlying this effect, report a meta-analysis of the magnitude of the specific and general effects, and explore theoretically and empirically relevant moderator variables that influence the size and direction of the prequestion effect. This preregistered meta-analysis demonstrated a moderate specific effect (g = 0.54, k = 97) but a virtually nonexistent general effect (g = 0.04, k = 91). Overall, the attention-based account received support from some theoretically relevant moderator analyses. Future researchers are encouraged to conduct theoretically motivated studies to help clarify the mechanisms that underlie the attention-enhancing effects of prequestions and to explore the benefits of prequestions in educational domains to establish the extent to which these effects translate into the classroom.