Examination Stress can Enhance Long Term Memory Performance

Examination Stress can Enhance Long Term Memory Performance

The literature is currently unclear regarding the hypothalamic-pituitary-adrenal (HPA) axis activation during examination periods. In addition, it is uncertain if a potential increase in cortisol influences memory processes during an academic examination. Here, we seek to better understand the complex relationship between examination stress and memory by testing both short-term and long-term memory 3 weeks prior to an examination period and then 15 minutes prior to an examination. We also assessed subjective measures of stress through self- report assessment of stress and physiological measures of stress through salivary cortisol levels during both periods. We found that participants reported to be significantly less stressed during the examination compared to the non-examination testing. In addition, there was a negative correlation between subjective (self-report) stress and salivary cortisol levels during the examination,indicating that students‘ perception of their stress level was not a good indicator of theirphysiological stress response. Interestingly, long term memory was significantly enhanced during the examination, while short-term memory performance was not enhanced. Together, these findings help to elucidate the impact of self report vs. physiological stress as it relates to specific types on memory tasks.