Cramming is exerting a great effort to absorb large volumes of information in a short span of time.
It is done in preparation of test and unfinished work that’s close to due date. Students are common to this technique whenever they overlap a task, and affect the succeeding task. It can force the mind to think outside the box. Many benefits are available in cramming. The information that you absorb are still fresh in your mind.
It doesn’t mean the night before we absorb the information for tomorrow’s test, is why it is fresh. Students don’t realize when they fall asleep, the brain is continuously working. This point out that it figures out the clear view of what we have read. That’s why when morning comes; it stays in our head for a while. This gives a student to prevent from being mental block. According to previous researchers, the earliest sleep and memory research focused on declarative memory, which is the knowledge of fact-based information, or “what” we know (for example, the capital of France, or what you had for dinner last night).
In one research study, individuals engaged in an intensive language course were observed to have an increase in rapid-eye-movement sleep, or REM sleep. This is a stage of sleep in which dreaming occurs most frequently. Scientists hypothesized that REM sleep played an essential role in the acquisition of learned material. Further studies have suggested that REM sleep seems to be involved in declarative memory processes if the information is complex and emotionally charged, but probably not if the information is simple and emotionally neutral. Researchers now hypothesize that slow-wave sleep (SWS), which is deep, restorative sleep, also plays a significant role in declarative memory by processing and consolidating newly acquired information. Studies of the connection between sleep and declarative memory have had mixed results, and this is an area of continued research.
The task given is under pressure. It increases the courage and enthusiasm of a student, which keeps it focused to succeed. We all know the traits when a student had a task that is given a long time to accomplish, it takes it for granted. That’s why pressure gives rise to energy. Pressure affects performance on several cognitive and motor tasks (e.g.
, Markman, Maddox, & Worthy, 2006; Beilock and Decaro, 2007; Beilock and Carr, 2005; Beilock, Kulp, Holt, & Carr, 2004; Beilock and Carr, 2001; Masters, 1992). In these tasks participants often choke under pressure whereby they underperform on a task relative to their normal performance level because of an acute stressor. Intriguingly, participants can also excel under pressure by performing better than they would otherwise perform without pressure. For example, Markman et al. (2006) found that participants choked under pressure when performing a classification task that required an explicit rule-based strategy, but excelled under pressure when performing a task that required an implicit information-integration strategy.
Improvement in concentration and short-term memory. A student saves so much time. Students can think of an idea that is more than a meaning in front of him.