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Pretesting—asking learners to try to answer questions about a topic before learning—results in better memory of that topic compared to simply studying the topic without taking a pretest. We investigated whether age and memory contentment moderate the benefit of pretesting, and whether judgments of pretesting effectiveness varied across adulthood (N = 273, age range: 18-82). The pretesting effect was not moderated by either factor. Metacognitive judgments, however, varied by age. Younger participants were more likely to appreciate the benefits of pretesting than middle-aged and older adults. In Study 2 (N = 296, age range: 18-83), our mixed-methods approach showed converging results: The older the participant, the less likely they were to appreciate the benefits of errors and think that pretesting would be effective for them. These results suggest that although the pretesting effect appears to be robust throughout adulthood, metacognitive beliefs differ. 

Many college students drop STEM majors after struggling in gateway courses, in part because these courses place large demands on students9 time. In three online experiments with two different lessons (measures of central tendency and multiple regression), we identified a promising approach to increase the efficiency of STEM instruction. When we removed lectures and taught participants exclusively with practice and feedback, they learned at least 15% faster. However, our research also showed that this instructional strategy has the potential to undermine interest in course content for less-confident students, who may be discouraged when challenged to solve problems without upfront instruction and learn from their mistakes. If researchers and educators can develop engaging and efficacy-building activities that replace lectures, STEM courses could become better learning environments. 

Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely. 

Abstract In this study, we examined students’ natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions—increasing spacing—was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.