Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic MemoryAmy M. Smith 1, Elizabeth Race 2, F. Caroline Davis 1,3, Ayanna K. Thomas 2
1Center for Applied Brain and Cognitive Sciences, Tufts University, 2Department of Psychology, Tufts University, 3U.S. Army Combat Capabilities Development Command (CCDC) Soldier Center
The present experiment combined three experimental procedures — a retrieval-practice learning manipulation, a list-discrimination task, and a stress-induction technique — to examine the influences of different learning strategies and acute stress on multiple measures of episodic memory.
