Abstract
3 groups of Ss learned a 20-item Turkish-English vocabulary list under the following conditions: Group T was instructed to use a self-test procedure while learning the list and to study the list until they felt they had mastered all of the words. Group S was given the same amount of time to learn the list as was Group T bat studied the list under conditions which made it difficult to use a self-test technique. Group SM studied the list under the same conditions as did Group S but was instructed to study the list to mastery. The results of the experiment suggested that the self-testing technique provided more efficient learning of the list than did the study-alone procedures. The findings were interpreted as providing support for the hypothesis that test-like-events encourage memory search activity during learning, and that this activity leads to more rapid and thorough learning.