Learning and memory are cognitive brain functions of fundamental importance in our educational context. The formation of a stable memory trace goes through a gradual process susceptible to factors that could improve or impair it.1 Some novel, arousing or stressing situations could impact on memory formation and their effects depend on their duration, intensity and moment of application.2 In that sense, exams constitute mild stressors used as routine tools for assessment means, and their potential effects on temporally close learning has not been evaluated so far.
Ref: https://www.nature.com/articles/s41539-018-0036-7
