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Abstract

Generations of students have stumbled over the distinction between moving along and shifting a demand curve. Simple verbal repetition seems to help cement this difference. In classroom experiments, students who stood and recited the concept aloud performed better on a subsequent exam question than other students. Moreover, the difference persisted onto the final exam even after controlling for differences in student ability and exam preparation. While other active-learning methods might produce similar results, verbalization requires almost no time or instructor effort. It takes only a few seconds and there is nothing to read or grade.

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