Distracted , Stressed, and Confused: The Effects of Distraction and Stress on Memory Retention

Previous research has tested the effects of test anxiety and memory impairment due to stress, but little research has investigated the interplay of these factors with environmental distraction. Our study aims to fill in this gap by examining the association between distraction, stress and information recall in an effort to identify optimal testing experiences within the academic environment. Professors and administrators can improve academic success based upon the knowledge of how stressful stimuli affects test performance. In this experiment, we seek to establish a connection between stress, distraction, and memory recall within academic testing. By employing distracting stimuli in a controlled environment, we hope to uncover further insight into whether students perform better or worse in stressful environments. Understanding how added stressors influence student performance can help professors and administrators structure effective learning environments. Likewise, our findings might also add to our knowledge of the influence of marginal distractibility on the recall of class content. We speculate that there is an optimal range of distractibility and stress within the academic setting. Understanding how added stressors and distractions influence student performance can help college administrators structure effective learning environments. During the experimental phase, our team examined the effects of stress on material recollection by using a graded versus an ungraded exam. We expected that the combination of stress and distracted conditions will result in a significantly diminished student memory performance, compared to the marginal declines caused by stress or distraction alone. Additionally, we explored the role of environmental distraction on memory performance by measuring how students responded to the sudden announcement of a graded test. We hypothesized that if a sudden stressor is presented, one will respond negatively, unable to recall the desired information. Thus, we expect the student to perform ...