Editing Testing effect (section)

=== Pre-testing effect ===
The pre-testing effect, also known as errorful generation or pre-questioning, is a related but distinct category where testing material before the material has been learned appears to lead to better subsequent learning performance than would have been the case without the pre-test, provided that feedback is given as to the correct answers once the pre-testing phase is completed or further study is undertaken. Pre-testing has been shown to aid learning in both laboratory. and classroom settings.<ref>{{Cite journal |last1=Carpenter |first1=Shana K. |last2=Rahman |first2=Shuhebur |last3=Perkins |first3=Kyle |date=March 2018 |title=The effects of prequestions on classroom learning. |url=http://doi.apa.org/getdoi.cfm?doi=10.1037/xap0000145 |journal=Journal of Experimental Psychology: Applied |language=en |volume=24 |issue=1 |pages=34–42 |doi=10.1037/xap0000145 |pmid=29595303 |s2cid=4465862 |issn=1939-2192|url-access=subscription }}</ref> In terms of specific examples, pre-testing appears to be a beneficial strategy in language learning,<ref name=":13" /><ref name=":82" /> science classrooms generally,<ref>{{Cite journal |last1=Richland |first1=Lindsey E. |last2=Kornell |first2=Nate |last3=Kao |first3=Liche Sean |date=2009 |title=The pretesting effect: Do unsuccessful retrieval attempts enhance learning? |url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0016496 |journal=Journal of Experimental Psychology: Applied |language=en |volume=15 |issue=3 |pages=243–257 |doi=10.1037/a0016496 |pmid=19751074 |issn=1939-2192|url-access=subscription }}</ref> and specifically with lower ability learners in Chemistry.<ref>{{Cite journal |last1=Pyburn |first1=Daniel T. |last2=Pazicni |first2=Samuel |last3=Benassi |first3=Victor A. |last4=Tappin |first4=Elizabeth M. |date=2014-12-09 |title=The Testing Effect: An Intervention on Behalf of Low-Skilled Comprehenders in General Chemistry |url=https://pubs.acs.org/doi/10.1021/ed4009045 |journal=Journal of Chemical Education |language=en |volume=91 |issue=12 |pages=2045–2057 |doi=10.1021/ed4009045 |bibcode=2014JChEd..91.2045P |issn=0021-9584|url-access=subscription }}</ref> Pre-testing also seems to be a good way of introducing a lecture series and reduces mind-wandering during lectures.<ref>{{Cite journal |last1=Pan |first1=Steven C. |last2=Schmitt |first2=Alexandra G. |last3=Bjork |first3=Elizabeth Ligon |last4=Sana |first4=Faria |date=December 2020 |title=Pretesting reduces mind wandering and enhances learning during online lectures. |url=http://doi.apa.org/getdoi.cfm?doi=10.1016/j.jarmac.2020.07.004 |journal=Journal of Applied Research in Memory and Cognition |language=en |volume=9 |issue=4 |pages=542–554 |doi=10.1016/j.jarmac.2020.07.004 |s2cid=221093237 |issn=2211-369X|url-access=subscription }}</ref> However, while some studies show that it does not seem to be as effective as post testing overall,<ref>{{Cite journal |last1=Latimier |first1=Alice |last2=Riegert |first2=Arnaud |last3=Peyre |first3=Hugo |last4=Ly |first4=Son Thierry |last5=Casati |first5=Roberto |last6=Ramus |first6=Franck |date=2019-09-24 |title=Does pre-testing promote better retention than post-testing? |journal=npj Science of Learning |language=en |volume=4 |issue=1 |page=15 |doi=10.1038/s41539-019-0053-1 |pmid=31583117 |pmc=6760123 |bibcode=2019npjSL...4...15L |issn=2056-7936}}</ref> others show that it is at least as effective as post-testing.<ref>{{Cite journal |last1=Pan |first1=Steven C. |last2=Sana |first2=Faria |date=June 2021 |title=Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice. |url=http://doi.apa.org/getdoi.cfm?doi=10.1037/xap0000345 |journal=Journal of Experimental Psychology: Applied |language=en |volume=27 |issue=2 |pages=237–257 |doi=10.1037/xap0000345 |pmid=33793291 |s2cid=232762494 |issn=1939-2192}}</ref> The pre-testing effect does appear to be more target focused on the specific material to be learned and should not be seen as correlated with more generalised [[curiosity]].<ref>{{Cite journal |last1=Hollins |first1=Timothy J. |last2=Seabrooke |first2=Tina |last3=Inkster |first3=Angus |last4=Wills |first4=Andy |last5=Mitchell |first5=Chris J. |date=2023-02-07 |title=Pre-testing effects are target-specific and are not driven by a generalised state of curiosity |url=https://www.tandfonline.com/doi/full/10.1080/09658211.2022.2153141 |journal=Memory |language=en |volume=31 |issue=2 |pages=282–296 |doi=10.1080/09658211.2022.2153141 |pmid=36475537 |s2cid=254432248 |issn=0965-8211|hdl=10026.1/20003 |hdl-access=free }}</ref> While the strategy has been demonstrated to have learning benefits across different age groups and subject matters, it also appears to be more suited for more concrete material such as learning facts and concepts. It can be used with a variety of materials, including reading passages, videos, and live lectures.<ref>{{Cite web |last1=Pan |first1=Steven |last2=Carpenter |first2=Shana |date=2023 |title=Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications |url=https://psyarxiv.com/9rqpm |access-date=2023-08-20 |website=psyarxiv.com}}</ref>