title: Expectancy of an open-book test decreases performance on a delayed closed-book test.
abstract: Two experiments examined the influence of practice with, and the expectancy of, open-book tests (students viewed studied material while taking the test) versus closed-book tests (students completed the test without viewing the studied material) on delayed retention and transfer. Using GRE materials specifically designed for open-book testing, participants studied passages and then took initial open- or closed-book tests. Open-book testing led to better initial performance than closed-book testing, but on a delayed criterial (closed-book) test both types of testing produced similar retention after a two-day delay in Experiment 1. In Experiment 2 participants were informed in advance about the type of delayed criterial test to expect (open- or closed-book). Expecting an open-book test (relative to a closed-book test) decreased participants' time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning. Expectancy of open-book tests may impair long-term retention and transfer compared to closed-book tests, despite superior initial performance on open-book tests and students' preference for open-book tests.
authors: Department of Psychology, Washington University in St. Louis, St. Louis , MO 63130, USA. pooja.agarwal@wustl.edu
authors: Pooja K
authors: PK
authors: Agarwal
authors: Henry L
authors: HL
authors: Roediger
mesh_terms: D000328:Adult; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008297:Male; D011214:Practice, Psychological; D011597:Psychomotor Performance; D012153:Retention, Psychology; D058013:Test Taking Skills / Q000523:psychology*; D013997:Time Factors; D014163:Transfer, Psychology