 The impact of time between cognitive tasks on performance: Evidence from advanced placement examsDevin Pope and Ian Fillmore Economics of Education Review, 2015, vol. 48, issue C, 30-40 Abstract: Students are often required to perform several mental tasks in a short period of time, and their performance is likely to depend on how closely the tasks are scheduled. We examine this phenomenon in a particular context: Advanced Placement (AP) exams in the United States. We exploit variation in the AP exam schedule from year to year which results in a student who takes two exams in one year having more or less time between the exams than a student who takes the same two exams in a different year. We find evidence that more time between exams results in higher scores, particularly on the second exam, and that this effect varies across different types of students. Our estimates suggest that a student taking two exams ten days apart is 6–8% more likely to pass them both than a student taking the same exams only one day apart. Keywords: AP tests; Cognitive fatigue (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:48:y:2015:i:c:p:30-40 DOI: 10.1016/j.econedurev.2015.04.002 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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