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  1. ; ; (, AERA)
    The pretesting effect is a robust learning strategy whereby attempting to answer questions about a topic before learning it results in better memory of that topic compared to simply studying the topic without taking a pretest. We investigated whether age and memory contentment, factors underexplored in the literature, moderate the pretesting effect, and whether judgments of pretesting effectiveness varied across ages. We found that the pretesting effect was not moderated by either factor, but participants 18-39 yrs reported pretesting to be better for learning whereas 40-50 year-old participants reported studying to be better for learning. These results suggest that the pretesting effect appears to be robust throughout adulthood, but the metacognitive benefits of its effectiveness differ by age. 
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  2. ; ; (, AERA)
    Learning objectives (LOs) are designed to orient learners to the importance of an upcoming lesson. Despite their intuitive value, research shows that instructors and students often perceive them as useless (or worse). Yet, LOs contain important information to guide students’ attention and self-regulated study. In two experiments, we investigate whether making simple modifications that encourage learners to more actively process the LOs (i.e., turning them into prequestions or metacognitive judgments versus control) can improve engagement and learning from a subsequent text passage. Modifying LOs increased subsequent test performance, though effects were largest for earlier content than for later content. These results suggest a potential way to use LOs to augment student learning. 
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  3. ; ; ; ; ; ; ; ; ; ; et al (, Journal of Physics D: Applied Physics)
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