Abstract
The pretesting effect suggests that attempting and failing to guess unknown information can improve memory compared to errorless study. A relevant question concerns the optimal timing for providing corrective feedback and administering the final test. This study explored two variables: (1) the timing of feedback after unsuccessful pretest attempts, either immediately or following a delay of 24 hours (Experiment 1) or 48 hours (Experiment 2); and (2) the timing of the final test after feedback, either immediately or after a 24-hour delay (Experiment 1). Recall accuracy was evaluated across these conditions and compared to an errorless (read-only) learning condition. The results showed that pretesting consistently yielded higher recall accuracy than the read-only condition. Immediate feedback was more effective than delayed feedback, and performance on the immediate test was superior to that of the delayed test. More importantly, the pretesting effect persisted even with delays in feedback and final testing. This flexibility in timing suggests practical applications, particularly in educational settings where immediate feedback or testing may not always be feasible.