Practice testing enhances learning but not attitude change from persuasive texts.

ABSTRACT: We examined whether practice testing enhances learning from persuasive texts and influences attitude change. In two online experiments, participants read texts on biodiversity loss (Study 1, n = 454) or wolf recolonization (Study 2, n = 400) and were assigned to one of three conditions: pretesting (guessing before reading), posttesting (retrieving after reading), or no-testing. Both testing conditions improved knowledge retention compared to no-testing, with no consistent differences between pre- and posttesting. Across all conditions, attitudes shifted in the expected direction-biodiversity loss was perceived as more severe, and wolf recolonization more positively after reading. However, neither testing condition led to greater attitude change than no-testing. A systematic association bet

SUBMITTER: Weber EMG 

PROVIDER: S-EPMC12464326 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature