Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Amy M. Smith; Elizabeth Race; F. Caroline Davis; Ayanna K. Thomas

doi:10.3791/60026

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Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

JoVE Journal
行動学

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JoVE Journal 行動学

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

7,628 Views

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07:59 min

•

June 14, 2019

DOI:

10.3791/60026-v

DOI:

10.3791/60026-v

•

07:59 min

June 14, 2019

•

2 Views

Amy M. Smith¹, Elizabeth Race², F. Caroline Davis^1,3, Ayanna K. Thomas²

¹Center for Applied Brain and Cognitive Sciences,Tufts University, ²心理学科,Tufts University, ³U.S. Army Combat Capabilities Development Command (CCDC) Soldier Center

概要

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.

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Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

概要

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