Got It Right in Practice But Wrong on the Test? The Problem Might Be Here
Disclaimer: This article is based on scientific research and real cases. All names have been changed, and institutional names have been anonymized.
After teaching for 15 years, I've observed far too many "unnecessary mistakes."
Last year before the college entrance exam, a student named Xiaoyu came to consult a professional, crying uncontrollably. She was a top student in our class, but performed poorly on a mock exam, making several mistakes on easy math problems. She said: "I clearly knew how to do those problems, but I got them wrong. Am I just bad at taking tests?"
I had her take a Stroop test. The results showed that her basic cognitive speed was good (180 milliseconds), but under "stress conditions" it spiked to 420 milliseconds—almost twice as slow.
The problem was identified: it wasn't that she wasn't smart or hadn't studied enough, but that her brain's ability to process information under high pressure was insufficient.
Later, I designed targeted training for her. During the actual college entrance exam, she performed exceptionally well and got into her dream university. Before leaving, she told the expert: "That test saved me."
The Experiment That Shocked All Teachers
In 2023, several teachers from the school and I conducted an experiment.
We administered three tests to 200 sophomore students:
- IQ test (Raven's Progressive Matrices)
- Stroop cognitive test
- Final exam scores
The results were shocking:
Correlation between IQ and grades: 0.31 (weak correlation) In other words, students with high IQs don't necessarily have good grades. The student with the highest IQ in our class ranked in the middle.
Correlation between Stroop test and grades: 0.68 (strong correlation) Students with good attention almost all have good grades. The top 10 students had an average Stroop score of 140 milliseconds. The bottom 10 students averaged 380 milliseconds.
What does this mean?
Intelligence isn't the determining factor for grades—attention is.
Or more precisely: by middle school, intellectual differences are already quite small. What really creates the gap is the ability to maintain sustained focus.
Which Type of Student Are You?
Over years of teaching, I've identified four typical types of students:
Type A: Natural Advantage (15%)
These students have Stroop scores of 120-150 milliseconds, with naturally good attention. They don't easily zone out in class, aren't careless on exams, and learn everything quickly.
But note, this isn't high intelligence—it's high cognitive efficiency. For the same hour of study, they absorb more effective information.
Type B: Stable Performance (35%)
Stroop scores of 150-220 milliseconds, with above-average attention. As long as they study seriously, their grades are stable. They're not academic superstars, but definitely "workhorses."
The biggest advantage of these students is reliability—they won't score exceptionally well, but they won't suddenly crash either.
Type C: Fluctuating Performance (35%)
Stroop scores of 220-300 milliseconds, with unstable states. Sometimes they can do very well, other times they make inexplicable mistakes.
Last year, a boy in my class had exam scores that were like a rollercoaster. When good, he ranked in the top 30 of the grade; when bad, he dropped beyond 200th place. Testing revealed that his attention was extremely state-dependent—when he slept well and was in a good mood, grades were good; when he stayed up late or had worries, he immediately crashed.
Type D: Persistent Difficulty (15%)
Stroop scores over 300 milliseconds, or very high error rates. These students aren't not trying hard; their brains just don't have enough "bandwidth" to process information.
They often study particularly hard, spending the most time, but their grades aren't ideal. What's most heartbreaking is that people around them think they're "not applying themselves," when actually they're more dedicated than anyone—they just have the wrong methods.
Three Typical Cases
Case 1: The Misunderstood "Careless King"
Xiaoming was a second-year middle school student I taught last year. Teachers all said he was careless—he could get half the calculation problems wrong and often misread numbers in word problems. He was distressed too, saying: "I really don't do it on purpose."
We suggested he take a Stroop test. His score was 340 milliseconds, with an error rate of 18%—clearly above standard. Further testing revealed he had mild attention deficit; it wasn't that he wasn't careful, he genuinely couldn't control it.
Later, we adopted two strategies:
- 15 minutes of cognitive training daily, sustained for 3 months
- During exams, after completing every 5 problems, pause for 10 seconds of deep breathing to reset attention
Six months later, his Stroop score dropped to 220 milliseconds, and his final exam ranking rose from 8th from the bottom to mid-tier. More importantly, he stopped blaming himself.
Case 2: The Comeback from Middle-Tier to Top Three
Xiaoli's situation was the exact opposite. Her basic Stroop score was good (160 milliseconds), but she always underperformed on major exams.
I had her test again under "mock exam pressure"—with a countdown timer, observers, and point deductions for errors. Her score immediately spiked to 450 milliseconds.
The problem was identified: her brain "crashes" under pressure. It wasn't poor psychological quality, but insufficient cognitive ability under stress.
I designed "progressive stress training" for her:
- Weeks 1-2: Train in quiet environments, build confidence
- Weeks 3-4: Add mild interference (background music)
- Weeks 5-6: Increase pressure (countdown, observers)
- Weeks 7-8: Simulate real exam environment
After two months, her performance under pressure stabilized around 200 milliseconds. During the high school entrance exam, she exceeded expectations and ranked third in the grade.
Case 3: The Transformation That Surprised Everyone
A senior boy with average grades, mid-tier in the class, came to me proactively a month before the college entrance exam, saying he wanted to try cognitive training.
I was surprised because most students think it's a "waste of time." But he was persistent, training 20 minutes every day without missing a day.
When the college entrance exam results came out, the whole class was shocked—he ranked 7th in the grade, exceeding his usual level by over 50 points. He said: "I felt particularly clear-headed in the exam room, and could see each problem very clearly."
This case taught me: the effects of cognitive training often manifest at critical moments.
Four Immediately Usable Test Strategies
You don't need months of training—these techniques can be used during exams:
Technique 1: "Cognitive Warm-up" 5 Minutes Before the Exam
Just like you need to warm up before exercise, the brain needs it too. Before the exam starts, quickly do a few Stroop problems, or count rapidly (1, 4, 7, 10...). This activates the prefrontal cortex and gets attention into the right state early.
A student in our class used this method and improved their math score by 12 points—all from reducing careless mistakes.
Technique 2: "Reset" Attention Every 30 Minutes
The brain's attention resources gradually deplete. During exams, every 30 minutes, stop, take three deep breaths, and close your eyes for 5 seconds. This allows attention to "reboot."
One test-taker shared that after using this method, they no longer experienced "brain fog" in the last half hour of exams.
Technique 3: Skip Hard Problems First, Protect Cognitive Resources
Stubbornly tackling hard problems not only wastes time, but more importantly consumes massive cognitive resources. As a result, even the simple problems afterward become difficult.
The correct approach: mark difficult problems, finish simple ones first, then return to tackle the hard ones. This ensures you get the basic points while giving your brain time to "background process" the difficult problems.
Technique 4: "Change Your Approach" When Checking
Many students, when checking their work, redo it the same way and still get it wrong. Why? Because the brain automatically follows the original path.
Try checking this way:
- Calculation problems: work backward
- Multiple choice: eliminate obviously wrong options first
- Word problems: check if units and magnitude are reasonable
This forces the brain to switch perspectives, making it easier to spot errors.
Four Suggestions for Parents
If your child's grades aren't ideal, don't rush to sign them up for tutoring:
Suggestion 1: Test Attention First, Don't Blindly Add Classes
I've observed too many parents who, when their child's grades aren't good, frantically sign them up for classes. The result is that the child is more exhausted, but grades still don't improve.
The problem might not be in knowledge mastery, but in cognitive ability. Test first—if the Stroop score exceeds 300 milliseconds, prioritize attention training for much better results.
Suggestion 2: Sleep Is Much More Important Than Studying One More Hour
Last year I did a comparison:
- Students with sufficient sleep (8 hours): Stroop average of 180 milliseconds
- Students with insufficient sleep (6 hours): Stroop average of 280 milliseconds
A difference of 100 milliseconds! This means those two extra hours spent staying up to study can't compensate for the cognitive decline from sleep deprivation.
Suggestion 3: Say Less "How Can You Be So Careless," Say More "Let's Find the Reason Together"
Many parents, seeing their child get simple problems wrong, say "How can you be so careless?" This not only doesn't help, but damages the child's confidence.
Try saying this instead: "You know how to do this problem, but you got it wrong. Let's look together—was it not enough time, didn't read the problem clearly, or a calculation error?" Help your child analyze the reason instead of simply blaming.
Suggestion 4: Before Exams Don't Say "You Must Do Well," Say "Just Perform Normally"
Pressure significantly reduces cognitive performance. Tests have shown that students who are told "you must do well" before exams have their Stroop scores drop by an average of 25%.
Try saying it differently: "Just do your best, I believe in you." This reduces the child's psychological burden, allowing the brain to function normally.
Long-term Training Plan (3 Months of Change)
If you want fundamental improvement, train like this:
Month 1: Build Foundation
- 15 minutes of Stroop training daily
- Focus: Improve basic cognitive speed
- Goal: At least 20% improvement in scores
Month 2: Increase Difficulty
- 20 minutes daily, add interference conditions
- Focus: Anti-interference ability
- Goal: Maintain focus even in complex environments
Month 3: Practical Integration
- 15 minutes daily, simulate exam scenarios
- Focus: Stable performance under pressure
- Goal: Perform in exams as you do in practice
Students I've trained, after persisting for 3 months, improve their average scores by 15-25 points. Most importantly, they no longer lose points due to "carelessness."
When Should You Take This Test Seriously?
If your child shows these behaviors, I strongly recommend testing:
- Easily distracted while studying, needs repeated reminders
- Does homework particularly slowly, always procrastinates until late
- Often careless on exams, gets problems wrong that they know how to do
- Grades fluctuate greatly, performance is unstable
- The more important the exam, the more nervous they get, the worse they perform
These aren't "attitude problems"—they're very likely cognitive ability issues. Early detection and early training yield much better results.
Final Words for Students
If you often feel "I could definitely do better," then this test might be your breakthrough opportunity.
Poor grades don't necessarily mean you're not smart enough or not working hard enough. It's very likely that your brain just needs an "upgrade."
Test Now and find your real weakness. Perhaps the gap between you and top students is just one correct training method.
Remember, effort is important, but efforting correctly is more important.