Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course

Abstract

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology ( N = 68) completed variations of letter–number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods. Results showed significantly better exam performance on material based on lectures that followed cognitive exercise compared to lectures on nonexercise days. On an anonymous program feedback survey, students reported significantly greater levels of alertness following cognitive exercise versus before; the majority of students rated their attention to lecture and note-taking ability as above average after cognitive workouts. Although preliminary, findings suggest that cognitive exercise in the classroom may positively impact learning for college students.