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Related Experiment Video

Updated: Feb 27, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Distributed practice can boost evaluative conditioning by increasing memory for the stimulus pairs.

Jasmin Richter1, Anne Gast1

  • 1Social Cognition Center Cologne, Department of Psychology, Faculty of Human Sciences, University of Cologne, Cologne, Germany.

Acta Psychologica
|July 8, 2017
PubMed
Summary
This summary is machine-generated.

Distributed practice enhances evaluative conditioning (EC) and memory for stimulus pairings. Spaced learning conditions led to stronger EC effects compared to massed conditions, suggesting shared underlying mechanisms.

Keywords:
Contingency awarenessContingency memoryDistributed practiceEvaluative conditioningImplicit evaluationsUnmixed lists

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Behavioral Science

Background:

  • Evaluative conditioning (EC) is a learning process where a neutral stimulus acquires valence from an associated unconditioned stimulus.
  • Contingency awareness is typically crucial for EC, and memory for stimulus pairings may also influence the effect during measurement.

Purpose of the Study:

  • To investigate whether distributed practice, known to improve memory, also enhances evaluative conditioning effects.
  • To explore the relationship between memory for stimulus pairings and the magnitude of EC.

Main Methods:

  • Two experiments were conducted using within-participant and between-participant designs.
  • Distributed practice manipulations were employed to compare learning under spaced versus massed repetition conditions.
  • Memory for stimulus pairings and EC effects were measured.

Main Results:

  • Distributed practice significantly enhanced both memory for stimulus pairings and the magnitude of the EC effect.
  • EC effects were larger when stimuli were learned under spaced conditions compared to massed conditions.
  • No significant differences in EC were observed across different spaced practice conditions.

Conclusions:

  • The findings support the hypothesis that distributed practice benefits evaluative conditioning.
  • These results suggest that EC and memory for stimulus pairings may rely on similar underlying cognitive processes.
  • The study highlights the importance of learning schedules in shaping associative learning and memory.