Crib Card Use During Tests:Helpful or a Crutch?

Steven C. Funk, K. Laurie Dickson

Research output: Contribution to journalReview articlepeer-review

9 Scopus citations

Abstract

The authors experimentally investigated the effect of crib cards on exam performance and student learning. Fifty-one students expected to use their prepared crib cards during an exam. However, they first completed an unexpected pretest without their crib card. Students performed significantly worse on the pretest than on identical questions when crib cards were allowed during the exam. Students prepared for a later exam by making a crib card but expected that they could not use it during testing. Following the exam, they completed an unexpected posttest containing identical questions with their crib cards. Performance did not differ. Students' expectations of crib card use fostered dependency and reduced learning, while expectations of non-use did not.

Original languageEnglish (US)
Pages (from-to)114-117
Number of pages4
JournalTeaching of Psychology
Volume38
Issue number2
DOIs
StatePublished - Apr 2011

Keywords

  • coding hypothesis
  • crib card
  • dependency hypothesis
  • testing

ASJC Scopus subject areas

  • Education
  • General Psychology

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