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Metacognitive awareness of the pretesting effect improves with self-regulation support

The pretesting or prequestion effect refers to the counterintuitive finding that taking tests on information that one has yet to learn, during which many erroneous responses typically occur, can benefit learning relative to nontesting methods (e.g., reading) if the correct answers are studied afterw...

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Autores principales: Pan, Steven C., Rivers, Michelle L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9839203/
https://www.ncbi.nlm.nih.gov/pubmed/36637644
http://dx.doi.org/10.3758/s13421-022-01392-1
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author Pan, Steven C.
Rivers, Michelle L.
author_facet Pan, Steven C.
Rivers, Michelle L.
author_sort Pan, Steven C.
collection PubMed
description The pretesting or prequestion effect refers to the counterintuitive finding that taking tests on information that one has yet to learn, during which many erroneous responses typically occur, can benefit learning relative to nontesting methods (e.g., reading) if the correct answers are studied afterwards. Using a knowledge updating approach that entailed two or three cycles of pretesting versus reading followed by a criterial test, we investigated (a) the extent to which learners develop metacognitive awareness of the pretesting effect through experience (as evidenced by predictions of criterial test performance) and (b) three forms of external support—namely, performance feedback (displaying criterial test performance for pretested versus read items), prediction reminders (displaying learners’ predictions alongside performance feedback), and recall prompts (asking learners to remember criterial test performance during the first cycle prior to making predictions for the second cycle)—that might improve, or provide insights into, such awareness. Across five experiments, we found that learners generally lack awareness of the memorial benefits of pretesting, are predisposed to believing that reading is more effective even after repeatedly experiencing both techniques, and need support before they recognize that pretesting is more beneficial. Overall, these results underscore the challenge of, and highlight several means of dislodging, learners’ inaccurate beliefs about the efficacy of pretesting.
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spelling pubmed-98392032023-01-17 Metacognitive awareness of the pretesting effect improves with self-regulation support Pan, Steven C. Rivers, Michelle L. Mem Cognit Article The pretesting or prequestion effect refers to the counterintuitive finding that taking tests on information that one has yet to learn, during which many erroneous responses typically occur, can benefit learning relative to nontesting methods (e.g., reading) if the correct answers are studied afterwards. Using a knowledge updating approach that entailed two or three cycles of pretesting versus reading followed by a criterial test, we investigated (a) the extent to which learners develop metacognitive awareness of the pretesting effect through experience (as evidenced by predictions of criterial test performance) and (b) three forms of external support—namely, performance feedback (displaying criterial test performance for pretested versus read items), prediction reminders (displaying learners’ predictions alongside performance feedback), and recall prompts (asking learners to remember criterial test performance during the first cycle prior to making predictions for the second cycle)—that might improve, or provide insights into, such awareness. Across five experiments, we found that learners generally lack awareness of the memorial benefits of pretesting, are predisposed to believing that reading is more effective even after repeatedly experiencing both techniques, and need support before they recognize that pretesting is more beneficial. Overall, these results underscore the challenge of, and highlight several means of dislodging, learners’ inaccurate beliefs about the efficacy of pretesting. Springer US 2023-01-13 2023 /pmc/articles/PMC9839203/ /pubmed/36637644 http://dx.doi.org/10.3758/s13421-022-01392-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Pan, Steven C.
Rivers, Michelle L.
Metacognitive awareness of the pretesting effect improves with self-regulation support
title Metacognitive awareness of the pretesting effect improves with self-regulation support
title_full Metacognitive awareness of the pretesting effect improves with self-regulation support
title_fullStr Metacognitive awareness of the pretesting effect improves with self-regulation support
title_full_unstemmed Metacognitive awareness of the pretesting effect improves with self-regulation support
title_short Metacognitive awareness of the pretesting effect improves with self-regulation support
title_sort metacognitive awareness of the pretesting effect improves with self-regulation support
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9839203/
https://www.ncbi.nlm.nih.gov/pubmed/36637644
http://dx.doi.org/10.3758/s13421-022-01392-1
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