Filling in the gaps: using testing and restudy to promote associative learning.
Although testing has been shown to potentiate subsequent learning [Izawa, C. (1966). Reinforcement-test sequences in paired-associate learning. Psychological Reports, 18, 879-919.], the mechanisms that influence this effect are not entirely understood. The present research examined the relationship between associative binding and test-potentiation effects. We hypothesised that test-potentiation effects would be most pronounced when participants could easily extract the relationship among word groupings. Towards that end, we compared three-word groupings, or triads, that were either semantically related or unrelated. Participants engaged in repeated study, repeated testing, or engaged in interpolated study and test prior to a final test. Final test performance was greatest for participants who engaged in interpolated study and test on related triads. The results support three primary conclusions: (1) testing aids in associative binding; (2) associative binding is facilitated by retrieval practice and restudy pairings; and (3) pre-existing associations facilitate test-potentiation effects.
a Department of Psychology , Stockton University , Galloway , NJ , USA.
John B
JB
Bulevich
b Department of Psychology , Tufts University , Medford , MA , USA.
Ayanna K
AK
Thomas
b Department of Psychology , Tufts University , Medford , MA , USA.
Charles
C
Parsow
D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D010153:Paired-Associate Learning / Q000502:physiology*; D011214:Practice, Psychological
Retrieval; testing