ICPS
2019 International Convention of Psychological Science · 2019
Does Pre-Testing Promote Better Retention Than Post-Testing?
- Latimier Alice
Institut Jean Nicod, (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL Research University - Latimier Alice
Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France - Arnaud Riegert
Didask, Paris, France, https://www.didask.com/ - Hugo Peyre
Assistance Publique-Hôpitaux de Paris, Robert Debré Hospital, Child and Adolescent Psychiatry Department, Paris, France - Hugo Peyre
Université Paris Diderot, Sorbonne Paris Cité, UMRS 1141, France. - Hugo Peyre
Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France - Ly Son Thierry
Didask, Paris, France, https://www.didask.com/ - Casati Roberto
Institut Jean Nicod, (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL Research University - Franck Ramus
Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
Abstract
Our experiment compares the benefits of post-testing and pre-testing relative to a reading condition, on a retention test 7 days later. To enhance long term retention, results suggest that students should do retrieval practice after being exposed to their courses, even though a pretest was better than no retrieval practice.
Education
