Grant: Discovery Grants Program - Individual

Background & Context: Historically, researchers believed that generating learning errors increased the likelihood of their recurrence (a premise that was, ironically, erroneous); thus, they advocated for errorless learning, in which errors were eliminated or minimized in training situations. In contrast, recent research shows that errorful learning-that is, generating errors during learning-can yield substantially better memory for correct information. This rather counterintuitive finding is supported by studies of the pretesting effect-that is, taking a test before learning new information in subsequent lessons leads to stronger memory recall for that information. Objectives & Methods: While the pretesting effect has been replicated with a wide range of stimuli (e.g., video-recorded lectures, scientific texts, foreign language vocabulary, and facts), and in classrooms across different retention intervals, these studies are largely inconclusive in their findings. Some studies have found dramatic benefits, others smaller effects, and a handful showed no benefits. One reason for such differences in the magnitude of the pretesting effect is the differences in methods used in these studies. And yet, no steps have been taken to review the literature and understand the body of conflicting evidence. Thus, my proposed research has an overarching aim of examining the boundary conditions of the pretesting effect. We have two specific goals: (1) to review the methodologically diverse literature in detail and to evaluate the moderating factors so that we can test the theoretical mechanisms underlying the pretesting effect; and (2) to determine exactly how the pretesting effect is affected by the four known moderating factors: participant characteristics (age and prior knowledge), stimuli characteristics (studying via text or videos), criterial tests (examining the learning of pretested and non-pretested [but related] information), and pretest characteristics (structures of the pretests). Our analysis will use gold-standard techniques, including randomization, precise control of experimental manipulations, and precise measurement and coding of variables. My team's expertise in experimental design, including assessment method reliability and validity, will ensure the success of this research program. Impact: We will examine the critical factors that are involved in the pretesting effect and aim to identify the roles played by each one. Falling within the purview of NSERC, this grant will greatly contribute to our understanding of the theoretical mechanisms of the pretesting effect, as well as address major weaknesses in the pretesting effect literature. More generally, the proposed research will allow us to better understand the role of errors and how it interacts with memory and attention. My labs expertise in knowledge mobilization will ensure the dissemination of results to researchers, educators, and the public.