The pretesting effect: do unsuccessful retrieval attempts enhance learning?
Abstract
Testing previously studied information enhances long-term memory, particularly when the information is successfully retrieved from memory. The authors examined the effect of unsuccessful retrieval attempts on learning. Participants in 5 experiments read an essay about vision. In the test condition, they were asked about embedded concepts before reading the passage; in the extended study condition, they were given a longer time to read the passage. To distinguish the effects of testing from attention direction, the authors emphasized the tested concepts in both conditions, using italics or bolded keywords or, in Experiment 5, by presenting the questions but not asking participants to answer them before reading the passage. Posttest performance was better in the test condition than in the extended study condition in all experiments--a pretesting effect--even though only items that were not successfully retrieved on the pretest were analyzed. The testing effect appears to be attributable, in part, to the role unsuccessful tests play in enhancing future learning.
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Pretesting enhances subsequent learning by activating prior knowledge, revealing knowledge gaps, and sharpening attention to critical information encountered later.
“a substantial body of research demonstrates that pretesting enhances subsequent learning by activating prior knowledge, revealing knowledge gaps, and sharpening attention to critical information encountered later [2, 9, 11-13].”
From Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a Retention Study (2026) · cites this paper as [13]
The benefits of pretesting often occur even when initial responses are incorrect.
“These benefits often occur even when initial responses are incorrect [13]”
From Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a Retention Study (2026) · cites this paper as [13]
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Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a Retention Study
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“Although learners typically perform poorly on such initial attempts, a substantial body of research demonstrates that pretesting enhances subsequent learning by activating prior knowledge, revealing knowledge gaps, and sharpening attention to critical information encountered later [2, 9, 11–13].”
- Authors
- Richland, L. E., Kornell, N., & Kao, L. S.
- Affiliations
- University of California, Irvine (US)
- Williams College (US)
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2009
- Volume
- 15
- Issue
- 3
- Pages
- 243-257
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2109209595
- Cited by
- 302
- References
- 13
- Citations by year
- 2026: 15 · 2025: 25 · 2024: 25 · 2023: 28 · 2022: 19 · 2021: 26 · 2020: 22 · 2019: 23 · 2018: 24 · 2017: 16 · 2016: 14 · 2015: 14 · 2014: 12 · 2013: 8 · 2012: 17
- FWCI
- 4.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Applied (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Office of Naval Research (N000140810186)
- National Science Foundation (0757646)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Keywords
- pretesting effect, testing effect, retrieval practice, long-term memory, memory enhancement, attentional orienting, reading comprehension
- MeSH terms
- Adult, Attention, Educational Measurement, Female, Humans, Learning, Male, Memory, Reading, Students, Task Performance and Analysis, Time Factors, Comprehension, Young Adult
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