A normative database of Swahili-Chinese paired associates.

Over the past few decades, Swahili-English and Lithuanian-English word pair databases have been extensively utilized in research on learning and memory. However, these normative databases are specifically designed for generating study stimuli in learning and memory research involving native (or fluent) English speakers. Consequently, they are not suitable for investigations that encompass populations whose first language is not English, such as Chinese individuals.

Testing potential mechanisms underlying test-potentiated new learning.

An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the (FTE) or . Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI).

Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?

Although testing has repeatedly been shown to be one of the most effective strategies for consolidating retention of studied information (the backward testing effect) and facilitating mastery of new information (the forward testing effect), few studies have explored individual differences in the beneficial effects of testing. The current study recruited a large sample (1,032 participants) to explore the potential roles of working memory capacity and test anxiety in the enhancing effects of testing on new learning, and the converse influence of testing on test anxiety. The results demonstrated that administering interim tests during learning appears to be an effective technique to potentiate new learning, regardless of working memory capacity and test anxiety.

The anchoring effect in metamemory monitoring.

Judgments about future memory performance (metamemory judgments) are known to be susceptible to illusions and bias. Here we asked whether metamemory judgments are affected, like many other forms of judgment, by numerical anchors. Experiment 1 confirmed previous research showing an effect of informative anchors (e.

Post-encoding emotional arousal enhances consolidation of item memory, but not reality-monitoring source memory.

The current study examined whether the effect of post-encoding emotional arousal on item memory extends to reality-monitoring source memory and, if so, whether the effect depends on emotionality of learning stimuli and testing format. In Experiment 1, participants encoded neutral words and imagined or viewed their corresponding object pictures. Then they watched a neutral, positive, or negative video.

Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory.

Two experiments examined the time-dependent effects of negative emotion on consolidation of item and internal-monitoring source memory. In Experiment 1, participants (n=121) learned a list of words. They were asked to read aloud half of the words and to think about the remaining half.

Time-limited effects of emotional arousal on item and source memory.

Two experiments investigated the time-limited effects of emotional arousal on consolidation of item and source memory. In Experiment 1, participants memorized words (items) and the corresponding speakers (sources) and then took an immediate free recall test. Then they watched a neutral, positive, or negative video 5, 35, or 50 min after learning, and 24 hours later they took surprise memory tests.