Taking a pretest before to-be-learned material is studied can improve long-term retention of the material relative to material that was initially only studied. Using weakly associated word pairs (Experiments 1 and 3), Swahili-German word pairs (Experiment 2), and prose passages (Experiment 4) as study material, the present study examined whether this pretesting effect is modulated in size when pretests are repeatedly administered during acquisition. All four experiments consistently showed the typical pretesting effect, with enhanced recall after a single guessing attempt relative to the study-only baseline. Critically, the pretesting effect increased in size when multiple guessing attempts were made during acquisition, regardless of whether the duration of the pretesting phase increased with the number of guesses (Experiments 1, 2, and 4) or was held constant (Experiment 3). The results of Experiment 4 also indicate that neither a single guessing attempt nor multiple guessing attempts easily induce the transfer of learning to previously studied but untested information. Together, the findings demonstrate that additional guesses can promote access to the pretested target material on the final test, suggesting that in educational contexts, extensive pretesting during acquisition may serve as an effective learning strategy. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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习得过程中的重复猜测尝试可以促进后续的回忆性能。

在学习要学习的材料之前进行预测试可以提高该材料相对于最初仅学习的材料的长期保留能力。本研究使用弱关联词对（实验 1 和 3）、斯瓦希里语-德语词对（实验 2）和散文段落（实验 4）作为研究材料，检验了当重复进行预测试时，这种预测试效果的大小是否受到调节收购期间。所有四个实验都一致地显示了典型的预测试效果，相对于仅研究的基线，在一次猜测尝试后，召回率得到了增强。至关重要的是，当在采集过程中进行多次猜测尝试时，预测试效果会增加，无论预测试阶段的持续时间是随着猜测次数的增加（实验 1、2 和 4）还是保持不变（实验 3）。实验4的结果还表明，单次猜测尝试和多次猜测尝试都不容易诱导学习迁移到先前研究过但未经测试的信息。总之，研究结果表明，额外的猜测可以促进最终测试中对预测试目标材料的访问，这表明在教育背景下，习得过程中的广泛预测试可能是一种有效的学习策略。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。