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      Prequestions do not enhance the benefits of retrieval in a STEM classroom

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          Abstract

          Answering questions before a learning episode—“prequestions”—can enhance memory for that information. A number of studies have explored this effect in the laboratory; however, few studies have examined prequestions in a classroom setting. In the current study, the effects of prequestions were examined in an undergraduate course in chemical engineering. At the start of several class meetings, students were provided with a prequestion to answer about the upcoming lesson, and then were asked to provide ratings of confidence in their answers, familiarity with the content in the prequestion, and how much of the assigned reading they had completed. At the end of class, students were given the same question again (postquestion), along with a different question from the same lesson (new question). On a quiz at the end of each week, students were given the postquestions and new questions again, in addition to never-before-seen questions (quiz-only questions) from the same lessons. Performance on questions at the end of class revealed no difference in performance for postquestions vs. new questions. Although weekly quiz performance revealed an effect of retrieval practice—superior memory for material tested at the end of class (postquestions and new questions) compared to material not tested (quiz-only questions)—there was no difference in weekly quiz performance on postquestions vs. new questions. These results suggest that retrieval practice is beneficial to learning in the classroom. However, prequestions do not appear to enhance learning, nor to enhance the effects of retrieval practice.

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          The online version of this article (doi:10.1186/s41235-017-0078-z) contains supplementary material, which is available to authorized users.

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          Most cited references36

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          Default Bayes Factors for Model Selection in Regression.

          In this article, we present a Bayes factor solution for inference in multiple regression. Bayes factors are principled measures of the relative evidence from data for various models or positions, including models that embed null hypotheses. In this regard, they may be used to state positive evidence for a lack of an effect, which is not possible in conventional significance testing. One obstacle to the adoption of Bayes factor in psychological science is a lack of guidance and software. Recently, Liang, Paulo, Molina, Clyde, and Berger (2008) developed computationally attractive default Bayes factors for multiple regression designs. We provide a web applet for convenient computation and guidance and context for use of these priors. We discuss the interpretation and advantages of the advocated Bayes factor evidence measures.
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            Repeated testing produces superior transfer of learning relative to repeated studying.

            The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, 4 experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly restudied or took tests on the material. One week later, they took a final test that had either the same questions (Experiment 1a), new inferential questions within the same knowledge domain (Experiments 1b and 2), or new inferential questions from different knowledge domains (Experiment 3). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
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              Interpolated memory tests reduce mind wandering and improve learning of online lectures.

              The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.
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                Author and article information

                Contributors
                (515) 520-3464 , jgeller1@uab.edu
                (515) 294-6385 , shacarp@iastate.edu
                (515) 294-6533 , mhlamm@iastate.edu
                (515) 294-6385 , rahman@iastate.edu
                (515) 294-8788 , pia@iastate.edu
                (515) 294-3911 , ccoffman@iastate.edu
                Journal
                Cogn Res Princ Implic
                Cogn Res Princ Implic
                Cognitive Research
                Springer International Publishing (Cham )
                2365-7464
                25 October 2017
                25 October 2017
                2017
                : 2
                : 1
                : 42
                Affiliations
                [1 ]ISNI 0000000106344187, GRID grid.265892.2, Department of Psychology, , The University of Alabama-Birmingham, ; 415 Campbell Hall, 1530 3rd Avenue South, Birmingham, AL 35294-1170 USA
                [2 ]ISNI 0000 0004 1936 7312, GRID grid.34421.30, Department of Psychology, , Iowa State University, ; W112 Lagomarcino Hall, 901 Stange Road, Ames, IA 50011-1041 USA
                [3 ]ISNI 0000 0004 1936 7312, GRID grid.34421.30, Department of Chemical and Biological Engineering, , Iowa State University, ; 2114 Sweeney Hall, 618 Bissell Road, Ames, IA 50011-2230 USA
                [4 ]ISNI 0000 0004 1936 7312, GRID grid.34421.30, Department of Genetics, Development, and Cell Biology, , Iowa State University, ; 3258 Molecular Biology Building, 2437 Pammel Drive, Ames, IA 50011-1079 USA
                Article
                78
                10.1186/s41235-017-0078-z
                5655599
                efa87e1f-27d4-4003-83b6-0bb55860eb12
                © The Author(s) 2017

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                History
                : 25 June 2017
                : 16 September 2017
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/100000001, National Science Foundation;
                Award ID: DUE-1504480
                Award Recipient :
                Categories
                Original Article
                Custom metadata
                © The Author(s) 2017

                prequestions,retrieval practice,classroom,engineering education

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