The
Baddeley & Hitch (2022) follow-up study examined working memory capacity under exam-related stress in
412 undergraduate students at the University of York. Key findings:
- Students under high exam stress showed a 31% reduction in overall working memory capacity compared to a low-stress baseline
- The phonological loop was the most affected component (38% reduction); the visuospatial sketchpad showed a more modest 19% decline
- The effect was partially mediated by cortisol levels (β = 0.43, p < .001)
- Students who practised mindfulness showed significantly smaller working memory decrements (17% vs 31%)
Baddeley & Hitch concluded that exam stress impairs working memory primarily through the phonological loop, and recommended mindfulness-based interventions as targeted student support.