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Two randomly assigned groups of introductory psychology students received different but comparable presentations of the same sample multiple-choice fined exam. The practice-exam group took a test on the questions and immediately afterward scored their tests according to the key (i.e., questions and answers), whereas the review-exam group saw only the key and performed a control task concurrently. On a final exam given I week later, the practice-exam students scored significantly higher than the review-exam group. In addition, they rated their task as more helpful in preparing them for the final. These effects did not interact with students' class standing. Apparently, students at all levels of academic ability benefit from an objective assessment of their preparation for a final exam.

Undergraduate students participated in an experiment designed to evaluate different types of elaborations on definitions of 16 psychology terms. First, participants received booklets presenting the definition of each term, followed by 1 of several elaborations: an example, a mnemonic, a paraphrase, or a repeated definition (the nonelaborating control condition). Then students received a multiple-choice test consisting of questions both on the definitions and on novel examples of the terms. Compared to repeated definitions, examples and mnemonics—but not paraphrases—improved scores on each type of question. However, students' subjective ratings did not always reflect the effectiveness of the elaborations in improving test performance.

to a normal approximation value (2 = -2.795), p < .005.These results were not replicated with the 1961 to 1965 group, the 1976 to 1980 group, and the 1981 to 1985 group.These results indicate that although award recipients in the first 5.-year period were cited more often in textbooks published in 197 1 and 1976, the frequency of citations of con-Note Requests for reprints should be sent to Denis Nissim-Sabat, Department of Psychology, Mary Washington College, Frederickiburg, VA 22401.