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The memory systems underlying the Exam Genie system have been proven to work through research. Here is a brief summary of some of the scientific findings from peer-reviewed academic journals:
(please see the foot of this page for full references)

Calls to introduce more formally to schools and colleges
In psychological research, a considerable body of scientific evidence demonstrates the ability of Exam Genie style memory techniques to increase mental performance (Higbee, 1993; Bellezza, 1981). So robust are the findings that many experts have called for the introduction of similar methods into educational settings (Levin & Pressley, 1985). Sadly, this is still yet to happen….

The studies are too numerous to list here, but are some specific examples:

Learning Academic Information and Writing Essays
Most recently, 2 Groups of college students read a historical passage about human intelligence. This type of information reflects the type of tasks that students and pupils need to learn in academic settings. In Group 1, the students were asked to learn in their own way. The other experimental Group 2 were taught a pictoral-mnemonic method (a basic version of the system incorporated into Exam Genie). This Group 2 remembered significantly more of the subject-matter on immediate recall and also after a 1-week delay. They also wrote better essays in the examination. The authors conclude that the memory system is very useful for improving students memory and use of academic-type information (Rummel, Levin, Woodward, 2002)

Junior School Pupils
Exam Genie methods have been shown to significantly improve and enhance the memory of fifth grade school pupils in the US. In a controlled study measuring learning and recall of new information, significant improvements in memory recall were observed (Krinsky & Krinsky, 1996). This improvement is further supported by other studies looking at college students in laboratory settings (Wang et al, 1992)*.

Better than popular methods
A study into the revision habits of students at different levels of education reached the conclusion that most learners use a revision system that involves the minimal of mental effort (Soler & Ruiz, 1996). It is postulated by other experts in the field that this more passive revision style is not the best way to maximise chances of recall in an exam (Park, et al 1990).

Structuring Information
The organisation of information into a structured form has been shown in itself to improve retention of information (Mandler & Pearlstone, 1966). Exam Genie provides a simple to use, but thorough system for organising information to be learnt.

Complex, scientific information
A study using a memory system analagous to Exam Genie found a large improvement in the recall of complex medical information amongst medical students – even after 8 weeks following initial learning (Troutt-Ervin & Eileen, 1990). Similarly, Exam Genie-style learning has been shown to greatly improve the knowledge of abstract words and also their meaning. Knowledge was over 4 times greater in the mnemonic group than in a control group simply learning the word and its meaning (Sweeney and Bellezza, 1992).

Better learning in lectures / classroom
There are many studies that uphold the power of visual imagery in improving memory recall. Most specifically, a study looking at recall from classroom lectures found that students had better recall when elaborate images were used to communicate concepts (Lapadat et al, 1994).

Increasing Motivation
A key research study demonstrated that after mnemonic training, college students became more motivated and more confident towards studying and remembering information (Higbee, 1990).

Once you have bought Exam Genie and start seeing the benefits for yourself – drop us a line and let us know! We are always looking to improve and develop the system further. Your feedback is gratefully received!


Bellezza, F.S. (1981) Mnemonic Devices: Classification, characteristics, and criteria. Review of Educational Research, 51, 247-275.
Krinsky, R., Krinsky, S.G. (1996) Pegword Mnemonic Instruction: Retrieval
Times and Long-Term Memory Performance among the Fifth-Grade Children. Contemporary Educational Psychology, 21, 193-207.
Higbee, K.L. (1993) Your memory: How it works.
Higbee, K.L. (1990) Some motivational aspects of imagery mnemonics. Perceptual and Motor Skills, 70, 871-879.
Lapadat, Judith, Martin, Jack (1994) The Role of Episodic Memory in Learning from University Lectures, Contemporary Educational Psychology, 19, 266-285.
Levin, J.R., Pressley, M. (1988) Mnemonic vocabulary instruction: Whats fact, whats fiction, In R.F. Dillon (Ed.) Individual Differences in Cognition (Vol. 2, pp. 145-172) Orlando, FL: Academic Press.
Mandler & Pearlstone (1966) cited from Wingfield & Byrnes, see below.
Park et al. (1990) – cited in Soler & Ruiz (1996) please see below.
Rummel, N, Levin, J.R., Woodward, M.M. (2002) Do Pictorial Mnemonic Text-Learning Aids Give Students Something Worth Writing About? Journal of Educational Psychology, Vol. 95, Issue 2, June 2003, pp 327-334.
Soler, M.J., Ruiz, J.C. (1996) Spontaneous use of memory aids at different levels of education, Applied Cognitive Psychology, 10, 41-51.
Sweeney & Bellezza (1982) Cited in: Baddeley, A. (1990) Human Memory: Theory and Practice. East Sussex, Laurence Erlbaum Associates.
Trout-Ervin, Eileen, D. (1990) Application of Keyword Mnemonics to Learning Terminology in a College Classroom, Journal of Experimental Education, 59, 31-41.
Wang, A.Y., Thomas, M.H., Ouellette, J.A. (1992) Keyword Mnemonic retention of second-language vocabulary words. Journal of Educational Psychology, 4, 520-528.
Wingfield, A, Byrnes, D.L. (1981) The Psychology of Human Memory, London, Academic Press.

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