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Pretesting with Multiple-choice Questions Facilitates Learning
| Citations: | 2 - 1 self |
BibTeX
@MISC{Little_pretestingwith,
author = {Jeri L. Little and Elizabeth Ligon Bjork},
title = {Pretesting with Multiple-choice Questions Facilitates Learning},
year = {}
}
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Abstract
Taking a test before study can improve subsequent learning of that pretested information. How the pretest affects subsequent learning of other information in the passage is less clear, however. In three experiments, we examined the consequences of taking a multiple-choice (MC) pretest on the later recall of both pretested and non-pretested related information, finding that pretesting improved recall of pretested information without impairing recall of nonpretested information. In addition, we compared a pretest condition to conditions in which subjects were told to memorize the questions and in which subjects studied facts prior to reading. Although taking a pretest was not significantly more effective than memorizing questions or studying facts for the pre-exposed information, it did not impair the learning of related information, whereas studying facts did. Thus, even when an MC pretest takes time away from study, that pretest appears to make subsequent study more effective than other types of activities that pre-expose students to to-be-tested information.
Keyphrases
multiple-choice question facilitates learning pretested information non-pretested related information affect subsequent learning subsequent learning to-be-tested information pre-expose student later recall subsequent study related information mc pretest pre-exposed information pretest condition nonpretested information
