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| Algebra | 1 |
| Higher Education | 1 |
| Long Term Memory | 1 |
| Recall (Psychology) | 1 |
| Recognition (Psychology) | 1 |
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| Contemporary Educational… | 1 |
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| Kumar, V.K. | 1 |
| Sanjivamurthy, P.T. | 1 |
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Peer reviewedSanjivamurthy, P.T.; Kumar, V.K. – Contemporary Educational Psychology, 1983
After six weeks of testing college algebra students (n=84) either on recall or recognition tests, the test modes were changed without warning. Results showed that performance suffered when the test mode was changed for students anticipating a recognition test. Students anticipating a recall test did equally well in both test modes. (Author/PN)
Descriptors: Algebra, Higher Education, Long Term Memory, Recall (Psychology)
