Carpenter Shana K, Rahman Shuhebur, Perkins Kyle
Department of Psychology, Iowa State University.
J Exp Psychol Appl. 2018 Mar;24(1):34-42. doi: 10.1037/xap0000145.
Studies have shown that prequestions-asking students questions before they learn something-benefit memory retention. Prequestions would seem to be a useful technique for enhancing students' learning in their courses, but classroom investigations of prequestions have been sparse. In the current study, students from an introductory psychology course were randomly assigned to receive prequestions over each upcoming lesson (prequestion group) or to not receive prequestions (control group). At the end of class, students in the prequestion group remembered the material better than students in the control group, but this benefit was specific to the information that was asked about in the prequestions. When memory for other, nonprequestioned portions of the lesson were tested at the end of class, the prequestion group performed similarly to the control group. On a follow-up quiz 1 week later, both groups showed a memory advantage for material that was tested at the end of class 1 week prior, compared with information from the same lesson that was never tested. However, this benefit was comparable between the prequestion group and the control group, suggesting that students benefit from retrieval practice, but prequestions add little, if any, enhancement to this effect. (PsycINFO Database Record
研究表明，预先提问——即在学生学习某内容之前向他们提问——有助于记忆保持。预先提问似乎是一种在课程中提高学生学习效果的有用技巧，但对预先提问的课堂研究却很少。在当前的研究中，将一门心理学入门课程的学生随机分为两组，一组在每节即将到来的课程前收到预先提问（预先提问组），另一组不接收预先提问（对照组）。在课程结束时，预先提问组的学生比对照组的学生对所学内容的记忆更好，但这种优势仅限于预先提问中涉及的信息。当在课程结束时测试对课程中其他未预先提问部分的记忆时，预先提问组的表现与对照组相似。在一周后的后续测验中，与同一课程中从未测试过的信息相比，两组学生对一周前课程结束时测试过的内容都表现出记忆优势。然而，预先提问组和对照组在这方面的优势相当，这表明学生从检索练习中受益，但预先提问对此效果的增强作用很小，如果有增强作用的话。（《心理学文摘数据库记录》 ）
