In a 1977 review of the literature on test answer changing, Mueller and Wasser (EJ 163 236) cited 17 studies and concluded that students changing answers on objective tests gain more points than they lost by so doing. Higher scoring students tend to gain more than do the lower scoring students. Six additional studies not reported in the Mueller and Wasser review have supported this conclusion; this paper reviews the findings from these additional studies. Research synthesized in both reviews surveyed these topics: (1) student opinion about the value of changing answers; (2) methods of measuring answer changes; (3) percent of students changing answers and percent of answers changed; (4) ratio of gains to losses; (5) relation of changes to achievement and aptitude; (6) number of changed answers; (7) sex differences; and (8) item characteristics. Although cognitive style was investigated and non-college subjects were used, studies in the present update continue to replicate previous research. Further research is recommended. (Author/CP)