Answering prequestions benefits learning, but this benefit is mostly specific to material that was relevant to the prequestions (prequestioned material) and does not extend to other, nonprequestioned material. The current study examined whether this specific benefit is due to selective processing of prequestioned information during a learning experience. In 4 experiments, participants were assigned to a prequestion group or control group before viewing a 30-min video lecture. In Experiment 2, participants were instructed to take notes on information they thought was important during the video; in Experiment 3, the prequestion group was instructed to write down the answers to the prequestions; and in Experiment 4, the prequestion group was given the prequestions and instructed to answer them while viewing the video. On a later posttest in all experiments, the prequestion group outperformed the control group, but only for prequestioned material. Further, this benefit only occurred when the prequestion group successfully discovered the answers to the prequestions during the video by writing them down (Experiments 2 and 3) or circling them (Experiment 4). These results suggest that prequestion benefits depend on the degree to which participants can successfully notice and discover the answers to the prequestioned material during a video lecture. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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请求增强学习，但只有当它们被记住时。

回答前置问题有益于学习，但这种好处主要针对与前置问题相关的材料（请求的材料），不会扩展到其他非请求的材料。当前的研究检查了这种特定的好处是否是由于在学习过程中对预先提出问题的信息进行了选择性处理。在 4 个实验中，参与者在观看 30 分钟的视频讲座之前被分配到问题组或对照组。在实验 2 中，参与者被要求在视频中记录他们认为重要的信息；实验3中，让前置问题组写下前置问题的答案；在实验4中，预问组被给予预问并在观看视频的同时回答这些问题。在所有实验的后期后测中，预提问组的表现优于对照组，但仅限于预提问材料。此外，只有当预问组通过写下（实验 2 和 3）或圈出（实验 4）在视频中成功发现预问的答案时，才会出现这种好处。这些结果表明，预先提问的好处取决于参与者在视频讲座中成功注意到和发现预先提问材料的答案的程度。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。只有当预问组通过写下（实验 2 和 3）或圈出（实验 4）在视频中成功发现预问的答案时，才会出现这种好处。这些结果表明，预先提问的好处取决于参与者在视频讲座中成功注意到和发现预先提问材料的答案的程度。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。只有当预问组通过写下（实验 2 和 3）或圈出（实验 4）在视频中成功发现预问的答案时，才会出现这种好处。这些结果表明，预先提问的好处取决于参与者在视频讲座中成功注意到和发现预先提问材料的答案的程度。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。