Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on…

This experiment tested the hypothesis that paired-associate learning accompanied by high arousal should lead to stronger permanent memory and weaker immediate memory than paired-associate learning accompanied by low arousal. During continuous recording of skin resistance and heart rate as measures of arousal, 32 Ss were given a one-trial,…

Confirms studies which have shown that rehearsal enhances recall if appropriate cues are related to the materials. (RB)

This report focuses on memory research, using 'interestingness' as a variable in paired-associate (PA) learning and retention. Nine PA lists were constructed from 'interestingness' ratings (high, medium, and low) on both stimulus and response sides, and controls over associative properties of stimulus and response terms. Subjects (162) were…

The relation of arousal to retention in free learning was studied in a 3 x 2 design employing 48 undergraduates as Ss, three list conditions (high arousal, low arousal, mixed list) and two retention intervals (immediate and 3 days). Arousal value of the words was based on earlier studies. Contrary to previous paired-associate studies, no…

In three experiments employing 60 Ss, arousal was manipulated by white noise during paired-associate, serial, and free learning in an effort to investigate the relationships of arousal and long-term recall. Previous research suggested that high arousal in the paired-associate paradigm leads to better retention relative to low arousal. The present…

Two conflicting hypotheses were investigated in this study. The first is based on an interference theory of forgetting and assumes that forgetting is largely a function of proactive interference, i.e., a result of interference by previously learned material. The second is based on the improvement of memory due to basic mechanisms that may operate…

Thirty learning disabled and thirty nondisabled children (mean age 10 years) were compared on a paired associate learning task that simulated the process of sight word learning. Two instructional variables (response competition and stimulus complexity) that have been hypothesized as contributing to overloading in learning disabled children, were…

This study examined the effects on long-term retention of variations in intensity and of temporal parameters of arousal following a single learning trial in a paired-associate task. The subjects were 56 female university students. Intensity of arousal was manipulated by using two levels of white noise--75 decibels and 90 decibels sound pressure…

Previous research has indicated that for discretely (paired associate) as well as continuously (sound-film) presented information, high arousal during acquisition results in poor immediate recall, but is characterized by a strong reminiscence effect. Low arousal learning results in better immediate recall with poor retention. The hypothesis that…

Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)

Two experiments investigated the effects of pictures as first-sound or action mnemonics for learning letter-sound pairs by prereading kindergarten children. In both experiments, the mnemonics had a substantial effect during training, but this effect disappeared on a transfer test with the mnemonics removed. (Author/CP)