Agarwal, P. (2019). Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, 111, 189–209

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.

# Pooja Agarwal

Cognitive psychologist at WUStL with many papers on [[zXA8c6XtMLgRCGwJFGnZUvw:::Retrieval practice]]; also does science communications work evangelizing same.

*   [[zXj6XXj1iJWsmHHKTCdNa1H:::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(7), 861–876]]
*   [[zRWFTbAvXoJTcRYxrhJoHBw:::Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. (2017). Benefits from retrieval practice are greater for students with lower working memory capacity. Memory, 25(6), 764–771]]
*   [[zCAASkbEEbYcDdG49n1HKVi:::Agarwal, P. (2019). Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, 111, 189–209]]
*   [[zV1xNteVY4otyHP5gCcanVN:::Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.]]






