DOES PRETESTING ON FACTS YIELD SPECIFIC OR TRANSFERABLE LEARNING?

Abstract

Pretesting, or making guesses before studying correct answers, can improve memory for correct answers, but whether its benefits transfer to non-pretested content is unknown. This study investigated whether pretesting on the subject of a fact improves memory for the predicative or vice versa. When pretesting occurred on the subject, there was a benefit of pretesting for both subject and predicative. When pretesting occurred on the predicative, a pretesting effect was observed for the predicative. When pretesting occurred on either subject or predicative, pretesting and transfer effects were observed only when the predicative was tested. These results replicated when retention interval was extended and modified syntax was used. When materials were changed to equate the characteristics of fact components, comparable benefits of pretesting for pretested and non-pretested content were observed. The benefits of pretesting can extend to non-pretested materials, but the nature of materials and manner of pretesting are moderating factors.