Publishing scientific findings in academic journals is essential to creating a science of learning. As scientists, we build upon theories, replicate previous findings, and contribute to a body of knowledge.

Above, I have summarized some of my key scientific findings. Below, I provide a complete list and download links for my publications. If you have any questions, please let me know. I love talking about science.


Peer-Reviewed Publications

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, 764-771. [PDF]

Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3, 131-139. [PDF]

McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3-21. [PDF]

Zaromb, F., Butler, A. C., Agarwal, P. K., & Roediger, H. L. (2014). Collective memories of three wars in United States history in younger and older adults. Memory & Cognition, 42, 383-399. [PDF]

McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372. [PDF]

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., & 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]

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, 408-418. [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. 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]


Invited Book Chapters

Pyc, M. A., Agarwal, P. K., & Roediger, H. L. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. APA Society for the Teaching of Psychology. [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]


Additional Publications

Agarwal, P. K., Lange, R., & Metcalf, L. A. (2012). Illinois’ growth model approach using the value table method. Illinois State Board of Education, Springfield, IL. [PDF]

Agarwal, P. K. (2011). Examining the relationship between fact learning and higher order learning via retrieval practice. Doctoral dissertation, Washington University in St. Louis, St. Louis, MO.

White, B. R., & Agarwal, P. K. (2011). The principal report: The state of school leadership in Illinois. Illinois Education Research Council, Edwardsville, IL. [PDF]

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]