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 student absorb are still fresh in their mind. It doesn’t mean the night before we absorb the information for tomorrow’s test, is the reason 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 study is more concentrated in the mind, where the information or student studied is stored or what we call declarative memory. The declarative memory have a connect to slow-wave-sleep (SWS). SWS is the stage of dreamless or simply overnight sleep, that process and consolidate newly acquired information. Therefore, researchers conclude there is a link between SWS and declarative memory that had mixed results. (Ellenbogen JM, Payne JD, Stickgold R., 2006)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 just a meaning.
