Abstract
The effects of vocalized tests (T) on paired-associate learning were compared with those of silent tests (t) and of blank (B, no test) trials by using six conditions, each repeating a pattern of six cycles including one study (reinforcement, R) trial: RT'111TT, RTtttT, RTtttt, RttttT, Rttttt, and RBBBBB. Vocalized tests facilitated short-term performance within a pattern, but not longer-term overall performance. Silent tests were similar to blank trials in failing to prevent forgetting but similar to vocalized tests in potentiating the effectiveness of subsequent study trials. Distinguishing the short-term effects of vocalization from its longer-term effects permits a reconciliation of its apparently inconsistent outcomes in the study, retention, and test phases of learning as well as rehearsal.
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