Although I've often tried the "slow and steady" approach to studying for an exam, I, like many others, have often found myself struggling with this strategy and preferring the "last minute" approach. There may be some logic to why this strategy might work.
Stress associated with exams is usually highest right before an exam. Studies have shown that (up to a certain point) there is a positive association between level of stress and efficiency in learning and memory. This is because stress induces the release of certain hormones in the central nervous system that help improve memory.
However, stress only seems to be able to improve memory under the following conditions:
1) When it is present at the time of learning and/or memorization.
2) When the stressful situation is directly related to what is to be learned.
On the contrary, high levels of stress before or after the learning event may actually decrease learning and memorization.
Therefore, the most efficient studying may be accomplished right before an exam, which explains why some people may prefer cramming to the "slow and steady" approach.
Stress associated with exams is usually highest right before an exam. Studies have shown that (up to a certain point) there is a positive association between level of stress and efficiency in learning and memory. This is because stress induces the release of certain hormones in the central nervous system that help improve memory.
However, stress only seems to be able to improve memory under the following conditions:
1) When it is present at the time of learning and/or memorization.
2) When the stressful situation is directly related to what is to be learned.
On the contrary, high levels of stress before or after the learning event may actually decrease learning and memorization.
Therefore, the most efficient studying may be accomplished right before an exam, which explains why some people may prefer cramming to the "slow and steady" approach.
Reference:
Joels, M., Pu, Z, Wiegert, O., Oitzi, M.S., & Krugers, H.J. (2006). Learning under stress: how does it work? TRENDS in Cognitive Science, 10(4): 152-158.
Joels, M., Pu, Z, Wiegert, O., Oitzi, M.S., & Krugers, H.J. (2006). Learning under stress: how does it work? TRENDS in Cognitive Science, 10(4): 152-158.
