| Abstract | Students wonder how to prepare for an upcoming exam, while instructors wonder how to best introduce materials to students. Research has found that practice testing after material is studied leads to better memory compared to other strategies like restudying (Dunlosky et. al, 2013). Practice testing tends to be more effective when students recall material verbally or write it down (overt learning) compared to when they only mentally recall the material (covert learning; Tauber et al., 2018). Other research evaluates the value of pretesting individuals before they learn subject matter. Studies show that answering pretest questions before studying, even if people provide wrong answers, leads to beneficial learning outcomes compared to just studying material (Pan & Carpenter, 2023). I aimed to combine both research areas and investigate how covert and overt learning applies to pretesting: When taking a pretest, is it better to just think about the answer, or is it better to write it down? Undergraduate students at TCU were instructed to learn passages about the planet Saturn or Yellowstone National Park. For one of the passages, students simply read the passage (read-only condition). For the other passage, they were asked short-answer pretest questions about the passage prior to reading (pre-test condition). A random half of the participants complete their pretests overtly (typing their responses to the questions), whereas the other half of participants completed their pretests covertly (answering the questions in their mind). All participants completed a final multiple-choice test on the material they learned. Performance on this final test was higher for the pretest condition compared to the read-only condition, and this was true for both overt and covert pretesting. In strategy ratings made after the experiment, participants seemed to recognize that pretesting was more effective than learning because it helped them absorb relevant information while reading the passage. The results suggest that pretesting is an effective learning strategy, even when learners do not provide articulated responses. |
