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Cited by 342

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Examining the testing effect with open‐ and closed‐book tests

Agarwal, Pooja K., Karpicke, Jeffrey D., Kang, Sean H. K., Roediger, Henry L., McDermott, Kathleen B.·2008·Applied Cognitive Psychology
DOI 10.1002/acp.1391
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Abstract

Two experiments examined the testing effect with open‐book tests, in which students view notes and textbooks while taking the test, and closed‐book tests, in which students take the test without viewing notes or textbooks. Subjects studied prose passages and then restudied or took an open‐ or closed‐book test. Taking either kind of test, with feedback, enhanced long‐term retention relative to conditions in which subjects restudied material or took a test without feedback. Open‐book testing led to better initial performance than closed‐book testing, but this benefit did not persist and both types of testing produced equivalent retention on a delayed test. Subjects predicted they would recall more after repeated studying, even though testing enhanced long‐term retention more than restudying. These experiments demonstrate that the testing effect occurs with both open‐ and closed‐book tests, and that subjects fail to predict the effectiveness of testing relative to studying in enhancing later recall. Copyright © 2007 John Wiley & Sons, Ltd.

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Metadata

Authors
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B.
Venue
Applied Cognitive Psychology
Publisher
Wiley
Published
2007-09-19
Volume
22
Issue
7
Pages
861-876
ISSN
  • 0888-4080 (ISSN-L)
  • 1099-0720
DOI
10.1002/acp.1391
OpenAlex
W2114351818
Cited by
342
References
13
FWCI
2.63
Type
journal article
Language
en
Open access
closed

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