We have all experienced enough exams in our academic careers to know that exams are not much more than a test of how much inofrmation can be reacalled within the time set, whether this is in an essay form, SAQs or in the form of multiple choice questions. Although psychologists such as Bucklin, Dickinson and Brethower would argue that when a perosn is fluent in a subject then recall is fast, however, some people do not cope very well when put in a stressful environment such as an exam and this will affect their recall, this is shown by Kramer et al (1991) where higher levels of stress had a negative impact on memory recall.
One way to try and overcome this would be to learn the information in the same room as the exam will be held, or if these two events are not in the same room then an alternative would be to try and revise in the room that the exam will be taken, this is because recall has been shown to increase by up to 15% when the information is recalled in the same environment in which is was learned compared to in an environment where it was not learned (Godden & Baddeley, 1975). An example of this would be that a lot of my learning in first year was in PJ Hall, then I revised in my room at home or halls, then the exam I sat was usually in the cluster spaces, according to the research by Godden & Baddeley (1975) my recall would have been much better if I had learned the information in PJ Hall and been examined in there too, which did happen a lot in second year. To further increase recall of information a more recent study (Baker et al, 2004) found that chewing spearmint gum at the intial learning of information is associated with a higher recall of the information at a later date.