My research focuses on applying learning and memory research to education. I study the use of quizzes as a method to enhance learning. I'm also interested in the role of feedback and other methods that can be used to promote learning.

My current projects include implementing a quizzing program at a local middle school, developing strategies to enhance students' higher order skills, and examining students' test-taking strategies.
  • B.A., Washington University, St. Louis, MO, 2005, Cognitive Neuroscience and Elementary Education (magna cum laude)

  • M.A., Washington University, St. Louis, MO, 2009

  • Ph.D., Washington University, St. Louis, MO, 2011

 

Click here to download Pooja Agarwal's curriculum vitae.

    Pooja K. Agarwal
    Washington University in St. Louis
    One Brookings Drive, Campus Box 1125
    St. Louis, MO 63130
    Email: pooja.agarwal@wustl.edu
    Lab Phone: (314) 935-8731

    For more information about Pooja Agarwal, please visit http://www.poojaagarwal.com
  • Agarwal, P. K., & Roediger, H. L. (in press). Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory. [PDF]
  • Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (in press). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied. [PDF]
  • Agarwal, P. K. (2011). Cognitive strategies improve fact learning and higher order skills. Manuscript submitted for publication.
  • Agarwal, P. K., Rose, N. S., & Roediger, H. L. (2011). The poorer get richer: Retrieval practice for students with low working memory span increases final recall to the level of high span students. Manuscript submitted for publication.
  • McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2011). Quizzing promotes transfer of target principles in middle school science: Benefits on summative exams. Manuscript submitted for publication.
  • McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414. [PDF]
  • Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 407-418. [PDF]

  • Roediger, H. L., Agarwal, P. K., Kang, S. H. K, & Marsh, E. J. (2010). Benefits of testing memory: Best practices and boundary conditions. In G. M. Davies & D. B. Wright (Eds.), New frontiers in applied memory (pp. 13-49). Brighton, U.K.: Psychology Press. [PDF]

  • Roediger, H. L., Weinstein, Y., & Agarwal, P. K. (2010). Forgetting: Preliminary considerations. In S. Della Sala (Ed.), Forgetting (pp. 1-22). Hove, U.K.: Psychology Press. [PDF]

  • Marsh, E. J., Agarwal, P. K., & Roediger, H. L (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1-11. [PDF]

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876. [PDF]

  • Agarwal, P. K. (2005). Open-book and closed-book tests: Testing the testing effect. Apex (WU peer-reviewed undergraduate research journal, lead article), 2, 5-13.

  • Agarwal, P. K. (2003, October/November). College life in the Internet age. Upgrade, 14-15. [PDF]

  • Agarwal, P. K. (2001). If I could make a school. Learning & Leading with Technology, 29, 28-31. [PDF]

 
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