Prequestions do not enhance the benefits of retrieval in a STEM classroom
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 we...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2017-10-01
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| Series: | Cognitive Research |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41235-017-0078-z |