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Peer reviewedMcDaniel, Mark A.; And Others – Contemporary Educational Psychology, 1994
Two experiments with 112 college students investigated how subjects might modulate their reading strategies as a function of how they expect to be tested. Test-expectancy subjects, regardless of the test expected, are more apt to identify and focus on important information than are subjects without a specific test expectancy. (SLD)
Descriptors: Cognitive Processes, College Students, Essays, Expectation
