Pretesting Enhances Learning in the Classroom
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Of contemporary experimental studies conducted in authentic education settings, one observed benefits of prequestions for student learning, while two observed no reliable benefit.
“Of the contemporary experimental studies conducted in authentic education settings, one has observed bene fi ts of prequestions for student learning (Soderstrom & Bjork, 2023), while two have observed no reliable bene fi t (Carpenter, Rahman, & Perkins, 2018; Geller et al., 2017).”
From ManyClasses 2: The effects of prequestions on media interactions and learning. (2026) · cites this paper as Soderstrom & Bjork, 2023
Studies conducted in authentic education environments have produced scant and inconsistent evidence of benefits of prequestions.
“but studies conducted in authentic education environments have produced scant and inconsistent evidence of such bene fi ts.”
From ManyClasses 2: The effects of prequestions on media interactions and learning. (2026) · cites this paper as Soderstrom & Bjork, 2023
Cites
The power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037 · see citing works
Self-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143823 · Cited by 1,468 · see citing works
The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.
Rowland, C. A. (2014) · Psychological Bulletin · doi:10.1037/a0037559 · Cited by 1,066 · cited 1× · see citing works
“(2011) assessed pretesting effects in eighth graders, an age group that attends full days of school and is not expected to study on their own as much as, say, high-school or college students. Carpenter et al. (2018) used a sample of college students in their pretesting study, but, as the researchers stated, “.”
BackgroundMcDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0021782 · Cited by 360 · cited 1× · see citing works
“Our results represent an important addition to the pretesting effect literature—in terms of both theory and practice—and augment the findings of previous classroom investigations of this phenomenon (e.g., Carpenter et al., 2018; McDaniel et al., 2011).”
ResultTesting (quizzing) boosts classroom learning: a systematic and meta-analytic review
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021) · Psychological Bulletin · doi:10.1037/bul0000309 · Cited by 333 · see citing works
Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2914 · Cited by 171 · see citing works
The benefit of generating errors during learning
Potts, R., & Shanks, D. R. (2014) · Journal of Experimental Psychology: General · doi:10.1037/a0033194 · Cited by 166 · see citing works
Agarwal, P. K., D'Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2014.07.002 · Cited by 119 · see citing works
Depth of processing and interference effects in the learning and remembering of sentences.
Kane, J. H., & Anderson, R. C. (1978) · Journal of Educational Psychology · doi:10.1037/0022-0663.70.4.626 · Cited by 115 · see citing works
The effect of prequestions on learning from video presentations.
Carpenter, S. K., & Toftness, A. R. (2017) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2016.07.014 · Cited by 87 · see citing works
The limited effects of prequestions on learning from authentic lecture videos
Toftness, A. R., Carpenter, S. K., Lauber, S., & Mickes, L. (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2018.06.003 · Cited by 34 · see citing works
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Pan, S. C., & Carpenter, S. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09814-5 · Cited by 60 · see citing works
ManyClasses 2: The effects of prequestions on media interactions and learning.
Motz, B. A., Chinni, A., de Leeuw, J. R., Jankowski, H. E., Aggarwal, A., Amato, M., Berlin, K., Britten, K., Brown, A., Cerchiaro, M. L., et al. (2026) · Journal of Educational Psychology · doi:10.1037/edu0000978 · Cited by 1 · see citing works
- Authors
- Soderstrom, N. C., & Bjork, E. L.
- Affiliations
- Montana State University (US)
- University of California, Los Angeles (US)
- Corresponding author
- Soderstrom, Nicholas C.
- Venue
- Educational Psychology Review
- Published
- 2023-09
- Volume
- 35
- Issue
- 3
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W4386441828
- Cited by
- 13
- References
- 11
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 4 · 2023: 1
- FWCI
- 1.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Educational Psychology Review (publishedVersion)
- Funders
- James S. McDonnell Foundation (29192G)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- pretesting effect, classroom learning, low-stakes assessment, student self-regulation, study behavior, attentional processes, transfer of learning, undergraduate students, research methods instruction
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