The finding that students generally do better on an exam when the exam format (multiple choice, essay) matches their expectations is an example of

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This phenomenon is an example of transfer-appropriate processing, which suggests that memory performance is not only determined by the depth of processing (as suggested by the levels-of-processing framework) but also by how well the processing that occurs during encoding matches the processes required at retrieval. In this case, if students prepare for a specific type of exam format and the actual exam matches this format, their performance is likely to be better because the cognitive processes they used during study are appropriate for the type of questions they encounter during the exam.

The Finding That Students Generally Do Better on an Exam