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Updated: Mar 31, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
Published on: June 14, 2019
Filling in the gaps: using testing and restudy to promote associative learning
John B Bulevich1, Ayanna K Thomas2, Charles Parsow2
1a Department of Psychology , Stockton University , Galloway , NJ , USA.
Abstract:
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.
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