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Abstract
Compared with other learning strategies, retrieval practice seems to promote superior long-term retention. This has been found mostly in conditions where learners take tests after being exposed to learning content. However, a pre-testing effect has also been demonstrated, with promising results. This raises the question, for a given amount of time dedicated to retrieval practice, whether learners should be tested before or after an initial exposure to learning content. Our experiment directly compares the benefits of post-testing and pre-testing relative to an extended reading condition, on a retention test 7 days later. We replicated both post-testing (d = 0.74) and pre-testing effects (d = 0.35), with significantly better retention in the former condition. Post-testing also promoted knowledge transfer to previously untested questions, whereas pre-testing did not. Our results thus suggest that it may be more fruitful to test students after than before exposure to learning content.
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1 Laboratoire de Sciences Cognitives et Psycholinguistique, Département d’Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France; Institut Jean Nicod, ENS, EHESS, CNRS, PSL University, Paris, France
2 Didask, Paris, France
3 Laboratoire de Sciences Cognitives et Psycholinguistique, Département d’Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France; Université Paris Diderot, Sorbonne Paris Cité, UMRS 1141, Paris, France; Assistance Publique-Hôpitaux de Paris, Robert Debré Hospital, Child and Adolescent Psychiatry Department, Paris, France
4 Institut Jean Nicod, ENS, EHESS, CNRS, PSL University, Paris, France
5 Laboratoire de Sciences Cognitives et Psycholinguistique, Département d’Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France