Benefits of pretesting prior to retrieval practice are limited, unless used for prior knowledge-based personalization.

IF 2.1 3区 心理学 Q2 PSYCHOLOGY, APPLIED
Thomas Wilschut, Maarten van der Velde, Florian Sense, Bridgid Finn, Burcu Arslan, Hedderik van Rijn
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引用次数: 0

Abstract

An abundance of research has demonstrated that both posttesting (also referred to as retrieval practice) and pretesting (asking a learner for an answer to a cue before a study trial has been provided) can enhance the long-term retention of material. While the benefits of retrieval practice have been widely applied in various real-world applications, such as computerized tools that promote the memorization of factual materials, pretesting has seen limited real-world application. In this study, we examine whether and under which realistic digital learning conditions combining pretesting and posttesting can promote learning. In four experiments (total N = 210), we contrast learning conditions in which repeated retrieval practice is preceded by passive study to learning conditions in which retrieval practice is preceded by a test. In the first two experiments, we confirm and extend previous findings by demonstrating that pretesting boosts retrieval accuracy and reduces response times on subsequent retrieval repetitions, regardless of the accuracy of the pretest. We find these effects both when a fixed item repetition schedule is used and with performance-based, adaptive item scheduling that resembles popular digital learning tools. However, after three repetitions of an item, the initial advantage of pretesting disappears, calling into question its usefulness in applied settings that involve spaced repetition. In the final two experiments, we explore a more targeted use of pretesting, leveraging it to assess prior knowledge. Dropping items that were answered correctly during the pretest enhanced overall learning efficiency, especially for learners with moderate to high prior knowledge, without disadvantaging those with low prior knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

在检索练习之前进行预测试的好处是有限的,除非用于先前的基于知识的个性化。
大量的研究表明,后测(也被称为检索练习)和前测(在提供学习试验之前询问学习者对线索的答案)都可以增强对材料的长期记忆。虽然检索练习的好处已经被广泛应用于各种现实世界的应用中,例如计算机化的工具可以促进事实材料的记忆,但预测试在现实世界中的应用有限。在本研究中,我们考察了结合前测和后测的现实数字学习条件是否以及在何种条件下可以促进学习。在四个实验(总N = 210)中,我们对比了在被动学习之前进行重复检索练习的学习条件和在测试之前进行检索练习的学习条件。在前两个实验中,我们证实并扩展了之前的发现,证明了无论预测试的准确性如何,预测试都能提高检索准确性,并减少后续检索重复的反应时间。我们发现,无论是使用固定的项目重复计划,还是使用基于绩效的自适应项目计划(类似于流行的数字学习工具),都会产生这些影响。然而,在一个项目重复三次之后,预测试的最初优势就消失了,这就使它在涉及间隔重复的应用环境中的有效性受到质疑。在最后两个实验中,我们探索了一种更有针对性的预测试方法,利用它来评估先验知识。在预测过程中,丢弃被正确回答的项目提高了整体学习效率,特别是对于具有中高先验知识的学习者,而不影响低先验知识的学习者。(PsycInfo Database Record (c) 2025 APA,版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.90
自引率
3.80%
发文量
110
期刊介绍: The mission of the Journal of Experimental Psychology: Applied® is to publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also publishes research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Occasionally, review articles are considered for publication if they contribute significantly to important topics within applied experimental psychology. Areas of interest include applications of perception, attention, memory, decision making, reasoning, information processing, problem solving, learning, and skill acquisition.
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