The Temporal Dynamics of Pretesting and Prequestioning Effects

Making guesses about unfamiliar information, followed by correct answer feedback (pretesting) or subsequent learning activities such as reading (prequestioning), can enhance memory. Across two online experiments, we investigated the temporal dynamics of these memory benefits—known as the pretesting effect and prequestioning effect, respectively—relative to non-guessing approaches (i.e., reading, studying, or no activity) among adult learners over retention intervals ranging from 5 minutes to 30 days. Analysis of variance and power function fits revealed that the magnitude of both effects varied over time: memory improvements were most evident over the first week, with indications that the pretesting effect remained detectable for up to two weeks. Forgetting rates did not significantly differ across guessing and non-guessing approaches. These findings indicate that pretesting and prequestioning confer memory boosts that are most prominent in the days immediately after learning, fortifying retention for at least one week before attenuating over longer intervals.