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My research focuses on applying learning and memory research to education. I study the use of retrieval practiceas 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 and high school, developing strategies to enhance students' higher order skills, and examining students' test-taking strategies. |
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B.A., Washington University, St. Louis, MO, 2005, Cognitive Neuroscience and Elementary Education (magna cum laude)
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M.A., Washington University, St. Louis, MO, 2009
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Ph.D., Washington University, St. Louis, MO, 2011
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Click here to download Pooja Agarwal's curriculum vitae. |
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- Agarwal, P. K. (2012). Advances in cognitive psychology relevant to education: Introduction to the special issue. Educational Psychology Review, 24, 353-354. [PDF]
- Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24, 437-448. [PDF]
- Agarwal, P. K., Lange, R., & Metcalf, L. A. (2012). Illinois's growth model approach using the value table method. Illinois State Board of Education, Springfield, IL. [PDF]
- McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2012). Quizzing promotes transfer of target principles in middle school science: Benefits on summative exams. Manuscript submitted for publication.
- Agarwal, P. K. (2011). Examining the relationship between fact learning and higher order learning via retrieval practice (Unpublished doctoral dissertation). Washington University in St. Louis, St. Louis, MO.
- Agarwal, P. K., & Roediger, H. L. (2011). Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory, 19, 836-852. [PDF]
- 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]
- Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395. [PDF]
- White, B. R., & Agarwal, P. K. (2011). The principal report: The state of school leadership in Illinois. Illinois Education Research Council, Edwardsville, IL. [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]
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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]
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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]
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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.
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Agarwal, P. K. (2003, October/November). College life in the Internet age. Upgrade, 14-15. [PDF]
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Agarwal, P. K. (2001). If I could make a school. Learning & Leading with Technology, 29, 28-31. [PDF]
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