Pooja K. Agarwal, Ph.D.

Berklee College of Music, Boston, MA, United States 
Cognitive Psychology, Experimental Psychology
"Pooja K. Agarwal"

Pooja K. Agarwal, Ph.D. is an expert in the field of cognitive science. She has conducted learning and memory research in a variety of classroom settings for more than 10 years. Passionate about evidence-based education, Pooja has extensive teaching experience in K-12 public schools and expertise in education policy at state and national levels. To advance the use of scientifically-based learning strategies, Pooja recently founded RetrievalPractice.org, a hub of cognitive science research, resources, and tips for educators. Currently, she is an Assistant Professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians.

Mean distance: 16.51 (cluster 8)


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Henry L. Roediger, III grad student 2011 Washington University
 (Examining the relationship between fact learning and higher order learning via retrieval practice.)
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Agarwal PK, Finley JR, Rose NS, et al. (2016) Benefits from retrieval practice are greater for students with lower working memory capacity. Memory (Hove, England). 1-8
Zaromb F, Butler AC, Agarwal PK, et al. (2014) Collective memories of three wars in United States history in younger and older adults. Memory & Cognition. 42: 383-99
Mcdaniel MA, Thomas RC, Agarwal PK, et al. (2013) Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams Applied Cognitive Psychology. 27: 360-372
Agarwal PK, D'Antonio L, Roediger HL, et al. (2012) Classroom-based programs of retrieval practice reduce middle schooland high school students' test anxiety Journal of Applied Research in Memory and Cognition. 3: 131-139
Agarwal PK. (2012) Advances in Cognitive Psychology Relevant to Education: Introduction to the Special Issue Educational Psychology Review. 24: 353-354
Agarwal PK, Bain PM, Chamberlain RW. (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
Roediger HL, Agarwal PK, McDaniel MA, et al. (2011) Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of Experimental Psychology. Applied. 17: 382-95
Agarwal PK, Roediger HL. (2011) Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory (Hove, England). 19: 836-52
McDaniel MA, Agarwal PK, Huelser BJ, et al. (2011) Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement Journal of Educational Psychology. 103: 399-414
Fazio LK, Agarwal PK, Marsh EJ, et al. (2010) Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition. 38: 407-18
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