UNDERSTANDING TEST ANXIETY AND IMPROVING MEMORY by L3Yaq6O

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									UNDERSTANDING TEST ANXIETY
                    AND
    IMPROVING MEMORY



   Mindi Federman Askelson
   Riverland Community College
   Mindi.Askelson@riverland.edu
The purposeful application of two
or more senses to the
understanding of a subject that
produces an effect greater than the
sum of individual effects.
WHAT IS LEARNING?
Learning is taking
 something you don’t
 know and attaching it to
 something you already
 know.
SOME PRINCIPALS OF LEARNING
   Students cannot recall and apply knowledge
    unless they practice retrieval and use.
   Better learning results when we vary the
    conditions of learning.
   When learners integrate knowledge from verbal
    and visual representation, they can recall it and
    apply it with greater ease.


http://tlt.its.psu.edu/suggestions/research/How_People_Learn.shtml
SOME PRINCIPALS OF LEARNING (CONT.)
Understanding is an interpretive process in
which students must be mentally involved.

Remembering is a creative process that
influences what learners will and will not be able
to recall and apply.

What learners do in a course will determine
what they will learn, how well they can recall it,
and conditions under which they can use it.
WHAT IS TEST ANXIETY ?
The definition of test anxiety can be summed up as
 a condition where in someone emotionally or
 physically experiences distress at prior, during or
 after taking an exam. A psychologist’s definition
 of test anxiety is wherein the anxiety gets in the
 way of the person’s performance in school, to the
 extent of it affecting his/her ability to learn even
 outside school.


http://tests-anxiety.com/
CREATING YOUR OWN FEARS
   Sharing Feelings – I am terrified about the test
    tomorrow.

   Peer Pressure – Jamie who is the smartest
    person in the class is worried.

   Self-perception – I bombed that last test, there is
    no way I am going to pass this one!
YOU FEEL ANXIETY AT THREE DIFFERENT
LEVELS

   Physical – feeling really cold or really hot, not
    able to breath, muscle get stiff, stomach hurts,
    heart beats really fast

   Emotional – mood swings, getting really weepy or
    really angry, afraid of losing control

   Mental- irrational thinking, feeling rejected or
    like a failure, can’t concentrate, hard time
    remembering things
REDUCING EMOTIONAL ANXIETY
   Visualization

   Meditation

   Self-Expression
REDUCING PHYSICAL SYMPTOMS
   Deep Breathing

   Progressive Muscle Relaxation

   Physical Exercise
REDUCING MENTAL ANXIETY

   Positive self talk
ANXIETY AND NUTRITION

You are what you eat!
Eating nutritional food plays an important role in
 controlling anxiety.
PRESERVATIVES


 No direct link between preservatives and stress
  has been found.
 A direct links between preservative and health
  has been found.
 Limit your intake of nitrates, nitrites,
  monosodium glutamate, artificial colorings.
CAFFEINE


   Stimulates the body and can be found in coffee,
    tea, pop and chocolate.

   Best not eaten in large amounts the night before
    an exam.
EXCESSIVE SALT
   Raises blood pressure and can produce some of
    the same physical characteristics as anxiety.

   Reduces potassium which is an important
    mineral to the central nervous system.
SUGAR


   … can cause hypoglycemia which also mimics the
    physical symptoms of anxiety.
BECOME AWARE
“The key to working through test-taking anxiety is
  to develop awareness of your thoughts and
  physical sensations. When you experience fear
  with awareness, you’ll are creating a situation in
  which you can choose what you want to do and
  how you want to act.”

The more often you choose your reactions, the more
 control you will have over how you live your life.
BECOMING MORE AWARE

   …helps you develop an emotional equilibrium.

   … keeps you from blowing your fearful thoughts
    out of proportion.

   …allows you direct your attention to a calmer
    point of focus.
WORKING WITH AWARENESS TEACHES YOU
 …not to react to all your thoughts.
 …thoughts and feelings, no matter how pressing
  will come and go.
 …to be comfortable in your own body even when
  experiencing sensations of unpleasant emotions.
 …each thoughts bring with hit a certain
  emotional intensity.
 …fears more often then not are based on what
  you imagine will happen, not actually what
  happens.
SELF-ESTEEM AFFECTS ALL ASPECTS OF
YOUR LIFE
THOUGHTS THAT ERODE SELF ESTEEM
 All or nothing thinking
 Mental filtering

 Converting positives into negatives

 Jumping to negative conclusions

 Mistaking feelings for fact

 Negative self talk
IMPROVING YOUR SELF ESTEEM
 Identify troubling conditions or situations
 Become aware of thoughts and beliefs

 Pinpoint negative or inaccurate thinking

 Challenge negative or inaccurate thinking

 Change your thoughts and beliefs
THOUGHTS THAT IMPROVE SELF ESTEEM
 Use hopeful statements – be kind to yourself, you
  can’t or won’t always be perfect.
 Forgive yourself – everyone makes mistakes and
  they don’t make you a bad person.
 Avoid “shoulding” all over yourself – it puts
  unreasonable demands on you.
 Focus on the positive – what are the good parts of
  your life.
 Relabel upsetting thoughts – use them as signals
  to become more aware of unconscious thoughts.
 Encourage yourself – give yourself credit for the
  positive things in your life.
LET’S TALK ABOUT PROCRASTINATION
Procrastination is when you have a goal and
  postpone doing what needs to be done to reach
  that goal. In other words….


DELIBERATLEY PUTTING
 OFF DOING WHATEVER
 NEEDS TO BE DONE TO
 GET WHAT YOU WANT!!!!!
WHY DO WE PROCRASTINATE?
Because of FEAR:
 failure
 criticism
 rejection
 being overwhelmed
 boredom or restlessness
 angst of wanting
 powerlessness
 success
IMPROVING YOUR MEMORY
WHY CAN’T I JUST MEMORIZE ALL THIS
STUFF?                     When you learn, it
                                can be recalled again
                                and again and
                                again……
When you
memorize, the
“stuff” never
gets past here
IN OTHER WORDS…
Your memory is just like a computer – if you don’t
 save the file you will not be able to open it later!
DID YOU KNOW ?????
 50% of the material that is read is forgotten by
  the time you have stopped reading.
 After 24 hours you will only retain 20% of what
  was read the previous day.
 When you recall information it wears a path into
  your brain called a neural trace.
 Each time you remember the information it
  deepens the path.
THE 80% RULE
If you review something in 6 to 24 hours of first
   learning it, you will retain 80% of the
   information.
HEALTHY HABITS IMPROVE MEMORY
 Exercise – increases oxygen and enhances helpful
  brain chemistry and protects brain cells.
 Manage stress – cortisol, the stress hormone, can
  damage the hippocampus if the stress is
  unrelieved.
 Good sleep habits – sleep is essential for memory
  consolidation.
 Not smoking – decrease the amount of oxygen to
  your brain.
 Drinking water – water washes away toxins that
  damage the brain.
8 SIMPLE RULES TO ENHANCE MEMORY
   Pay attention. It takes about eight seconds of
    intense focus to process a piece of information
    into your memory.

   Involve as many senses as possible

   Relate information to what you already
    know.
RULES CONT.

   Tailor information acquisition to your
    learning style. For more information on
    learning styles go to
    http://www.riverland.edu/success-
    center/Learning%20and%20Learning%20Styles.p
    df

   Organize information.
RULES CONT.

   Understand and be able to interpret
    complex material.. Be able to explain it to
    someone else in your own words.

   Rehearse information frequently and “over-
    learn”. Remember the 80% rule.

   Be motivated and keep a positive attitude.
    Tell yourself that you want to learn, what you
    need to remember, and that you can learn and
    remember it.
MNEMONICS DEVICES TO IMPROVE
MEMORY

Mnemonics are clues of any kind that help us
 remember something, usually by causing us to
 associate the information we want to remember
 with a visual image, a sentence, or a word.
VISUAL IMAGES
Use positive and pleasant visual images and make
 them colorful, vivid, and three dimensional – like
 a rose for Rosie or a microphone for Mike.
ACROSTIC

A sentence where the first letter of each word
  represents the list you want to remember. For
  example the letters on the music notes on a staff
  correspond to the sentence

Every
Good
Boy
Does
Fine
ACRONYMS

Using the first letter of the words in the list you are
  trying to remember to form a new word
H eron
O ntario
M ichigan
E rie
S uperior
RHYMES, SONGS AND ALLITERATION
Thirty days has September, April, June and
 November..

2+3=520

A,B,C is sung to the tune of……..
CHUNKING

Grouping information into “bite size” pieces

507-433-0600
123-56-2345
METHOD OF LOCI
Associate each part of what you have to remember
 with a landmark in a route or the layout of a
 room or home you know well.
EXERCISES TO IMPROVE YOUR MIND
   http://www.mindtools.com/memory.html

   http://www.ucc.vt.edu/lynch/ICEnvQuiz.htm -
    study environment

http://www.lumosity.com/k/improve-memory -
Monster garden, lost in migration, word bubbles,
 raindrops

   http://www.memorise.org/
MOVING ON
   Using the companion website resources take
    practice tests and quizzes

   Do the crossword puzzles, flash cards and any
    other interactive tutorials listed

   List additional interactive or free tutorials

   Minnesota Learning Commons

								
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