Revising for exams

As the weather improves, for many young people exams loom. In the UK, GCSEs, AS levels and A levels are a big reality check for most 16 to 18 year olds over the summer, and many face the prospect with apprehension, knowing that the one word they are going to hear a lot of over the coming weeks is REVISION. But what's the best way to revise?

First of all, understanding that revision really means to revise what is (or should be) already known is helpful, and to understand what this might mean for different subjects. Fact-led subjects like the sciences, history and geography, demand just that - facts remembered that can be drawn on to answer the questions that come up in exams. Other subjects require ongoing knowledge, like maths or languages, which is where practicing these skills is helpful. Identifying what each subject is going to need in terms of revision can be a helpful first step.

Then there is the mapping out of a revision timetable that most students find invaluable. Some are able to do this on their own, but for most - and teenagers in particular - this sort of organisation is a learnt skill and requires help, as many can feel overwhelmed.

* Map out what needs to be done, creating a revision timetable with realistic daily goals leading up to the exams, allowing enough time to avoid feeling stressed too close to the actual exams.

* Make sure the notes, past papers, books and other sources from which to revise, are available to revise from. Check with teachers and make sure everything needed is in hand.

* Utilise natural learning styles. Auditory learners find that reading or saying things out loud, recording these and playing them back to listen to, may help things stick. Visual learners find taking notes or making diagrams a useful way to remember as they revise.

* Allow enough uninterrupted time during a revision period to reach a point of concentration where information is actually retained and transferred from working memory into long term memory, from where it can be retrieved when taking the actual exam. Without this process occurring, the possibility of actually remembering what has been revised is limited. This means revision periods of 20-30 minutes minimum, building on this to stay concentrated for up to 90 minute before taking a break (although for most teenagers, this will take practice!).

* Take time to wind down before sleep, however. The brain works best when well-slept, and chronic tiredness just exacerbates feelings of being overwhelmed.

* Cut out distractions - all of them! - during each allocated revision period. This means turning off mobile phones, instant messaging, email, Facebook and other social networking sites, and making revision a primary and exclusive focus. After every interruption, it takes at least 5 minutes to concentrate fully again. Much better to focus exclusively for an hour, then take a 15 minute break, than work for 3 hours with constant interruptions that prevent the brain from retaining information.

* Schools and colleges often run revision sessions which can be a good way of concentrating on subjects that need extra focus.

* Regular exercise in between daily revision sessions - just taking a walk, going for a run, swimming, playing football - are all excellent ways to relieve physical and mental tension, and also increases the brain's ability to work well.

* Eat well - the brain thrives on complex carbohydrates to keep it going, and lots of fluids to stay well hydrated, but avoid highly caffeinated drinks (like Red Bull) that can hype the body up and increase feelings of stress.

For parents, this can be a difficult time as they watch their moody teenager avoid ways of getting down to the revision that they feel is necessary. Wallpaper parenting, as I call it - being around but not too interventionist - can help. Create a calm atmosphere that is conducive to study, keep meals regular, help devise a revision timetable, encourage some time out and bedtime at a reasonable hour, but avoid increasing stress by being heavy handed.

It can be a tricky time, especially as the teenage years often coincide with a general lack of confidence about life, which can be exacerbated by exam stress, but learning how to revise and work independently in preparation is a useful lesson for later studies at college or university.

Schools and colleges are very keen to help their students to do their best, so if in doubt about what you can do to support your child, check in with them about what might be helpful.

Further information on how to concentrate from The Art of Concentration, published by Rodale priced £9.99

http://www.amazon.co.uk/Art-Concentration-Enhance-reduce-achieve/dp/1905744439/ref=sr_1_1?s=books&ie=UTF8&qid=1303999103&sr=1-1

Long hours culture

Research published today suggests that those who regularly work more than 11 hours a day put themselves at increased risk of heart disease. In fact, their risk of heart attack goes up by a whopping 67%, according to a study from University College London which has been tracking the health of 7,000 civil servants since 1985.

This suggests a working week of 55 hours, rather than the 40 hour week one might suppose. Apart from the obvious question about what it was that civil servants found to do for 11 hours a day, it also begs the question as to how effective anyone can be when working such long hours. It's a well-established fact that working long hours is bad for both concentration and productivity, as well as health.

But the UK has the longest working week in Europe. The average hours worked by full timers in the UK is 43.5 a week, in France it's 38.2 hours a week and in Germany it's 39.9. And - get this - their productivity rates are higher, even though they work shorter hours. The European directive is for a maximum of 48 hours a week, and 1 in 8 British workers does more than this.

And a report published in the American Journal of Epidemiology in 2009 showed that those workers clocking up more than 55 hours a week have poorer mental skills, including short-term memory and ability to recall words, than those working fewer than 41 hours. Researchers concluded that the extreme tiredness and stress engendered by the long hours culture was as bad for the health as smoking, a known risk factor not just for heart disease but also for dementia.

In Japan they call it karoshi and in China they call it guolaosi, but there is no word in English for working yourself to death. But time and time again, it has been shown that not only is working long hours counter-productive in terms of effectiveness, it should now come with a Government health warning.

It's not a happy scenario, but it does provide useful ammunition when countering the demands of the pervasive long hours culture and the blight of presenteeism which is often an attempt to cover-up poor performance.

As Cary Cooper, professor of organisational psychology and health at Lancaster University Management School says, work smarter not longer - you'll concentrate better and get more done.

Concentration and memory

I'm often asked about the link between concentration and memory, and it got me thinking.

Certainly, if you concentrate you can improve your memory. Lack of attention to what you are doing makes it difficult to remember doing it. That's one of the downsides of multitasking.

When you multi-task you rely on working memory, the memory you need to look up and dial a phone number, for example. It works well for that, but if you want to remember something you did today for another time, you need to concentrate well enough to allow the transfer of information from working memory to long term memory, from which you can retrieve it later.

This is really all memory training is, but it takes practice.

In 2008, health psychologist David Moxon from Anglia Ruskin University carried out a behavioural study that showed our attention span was now five minutes and seven seconds, compared to 12 minutes a decade previously. Not only that, the research suggested that this lack of attention and "five minute memory span" was costing Brits £1.6 billion worth of damage a year from domestic accidents - burnt out kitchens, lost keys, and over-run baths amongst them!

The same research showed that the 1,000 participants cited stress (18%) and "decision overload" (17%) as the main reasons for poor short-term memory and flagging attention span. But it's not age-related: the over-50s out-performed the younger age groups.

The good news is that your concentration levels, attention span, and memory can all be improved. As a result of this research, Moxon put together a series of exercises, a daily memory workout, reproduced here:

9 am

Memorise one friend's phone number from your mobile phone each day -- this will help expand your memory's capacity.

12 noon

Instead of reading the newspaper over your lunchtime break, complete a Sudoku or crossword puzzle -- this requires you to maintain concentration and will increase your attention span.

4 pm

Make a tea round for at least six of your colleagues without making a note of the details -- this requires you to hold multiple details in your mind.

6 pm

Write a shopping list but don't refer to it when you're in the supermarket -- you'll find that you remember more and more items each trip as your memory improves.

8 pm

Write a diary each night listing five key positive things that occurred during the day -- recall of events is key to keeping the mind fit and healthy.

The benefits of chess

How can you play chess if you're blind? I asked Ray Charles when I interviewed him in Paris in 2000, knowing his reputation not only as a musician and singer but also as a chess player of great skill.

"Aw, well, honey," he replied in that wonderful voice like wood smoke over maple syrup. "I ain't no Spassky or Fischer - but being blind has nothing to do with playing chess. It has nothing to do with sight. It has to do with memory and strategy and where the pieces are on the board. I can just touch the board and see where the horse is, where the bishop is, or the pawns. There's no luck in the game. None. That's why I like it. And that's the great thing about chess: everyone starts with the same amount of pieces. You either out think your opponent or he out thinks you."

They surely do, but some are better able to manipulate those carved wooden pieces than others. And like many skills, chess can be learnt and practiced and improved, yielding unexpected benefits in concentration, logical thinking, spatial awareness and socialisation, as research has shown.

There is something rather romantic about a game that features kings and queens, bishops, knights, castles and pawns. Sixteen pieces in all, two players, specific moves and 64 spaces in which to execute them. The rules are there, the limitations are set, but within these a combination of logic, memory and imagination create possibilities and outcomes that are infinite although the ultimate aim is the same: to checkmate the king.

Personally it's a game I struggle with. I am neither as ruthless or strategic as I need to be. I can only plan about three moves ahead and my ability to anticipate my opponent is poor. Both my children learnt to play before they were five, and before preconceived ideas about chess being anything other than fun got in the way of their ability to plan whole games and play with lethal efficiency. They were soon able to run rings around me, and pronounced me an unfit opponent, preferring to try to outwit each other.

It is also a game that provides intellectual challenge and development in surprising places - prisons, refugee camps, schools for the excluded. You can play this game as an equal even if the odds of life have been stacked against you. You can develop skills in chess and apply them elsewhere. You can compete, and win, even if you're blind, as Ray Charles discovered. He learnt in hospital when he took himself off heroin, cold turkey, and he played for the rest of his life.

And even if I play poorly I love it for its opportunity and challenge. I love chess purely for the idea of it, for the possibilities it evokes, and its ubiquity as it turns up time and time again in fiction and in fact as a metaphor for life.

10 Top Tips for Concentration

A quick reminder of what you can do to improve your concentration ... achieve more ... and reduce stress ...

1. Turn off all the external distractions you can – music, mobile phone, email alerts – and close the door to your work room, giving off a signal that interruptions are currently unwelcome.

2. Don’t multi-task. Except for very mundane tasks, when you try to do too much at once your concentration and hence your brain’s ability to transfer information from working memory to stored memory, which you can retrieve later, is impaired. Learning French verbs while chatting on MSN might appear to get the job done, but you’ll remember little tomorrow.

3. Eat breakfast – the brain needs fuel, especially after a night’s sleep. For best results choose porridge for its slow-release energy, or combine protein with carbohydrate to stabilise blood sugar levels.

4. Drink more water. Your brain is 80% water and relies on good hydration for its neurological transmissions.

5. Learning new activities that link and challenge your mental ability is particularly effective in generating new brain cells – what the scientists call neurogenesis – and helping concentration. And these new cells will also help energise old brain cells, by firing them up and making new connections, so it’s doubly effective.

6. Get enough sleep. When we are tired we rely on stress hormones to keep us going – great in the short term, but detrimental to concentration in the long term.

7. Listen more actively – we hear with our ears, but listen with our brains –listening more purposefully helps concentration.

8. Omega-3 EPA is good for brain function, so supplement if necessary because it’s hard to get enough from modern diets even if you eat oily fish regularly.

9. If you’re finding it hard to concentrate on something – whether it’s the book you’re reading or the flat-pack you’re trying to assemble – allow yourself enough time to engage with what you’re doing in order to aid your concentration.

10. Physical exercise is good for the brain for two reasons – one, it helps us relax and a relaxed brain concentrates better and two, physical exercise itself produces a hormone that actively supports brain cell activity.

www.theartofconcentration.co.uk

Brain waves

Talking to a friend today, I was reminded of how useful it is to recognise and tap into different "brain waves". If we do this, learning to identify and utilise the different capacity of the brain's waves, we could not only achieve more, but achieve more easily.

There are four main types of brain waves: Alpha, Beta, Delta and Theta, and a fifth - Gamma - that also deserves a mention. Brain waves work a bit like the gears on a car engine, shifting brain activity up and down according to what we are trying to do. Delta (seen only in deep sleep) is a bit like first gear, Theta (light, dreaming sleep and drowsiness) the second, Alpha third, and Beta fourth - with Gamma for a high performance fifth gear.

As with driving, skillful use of gear change can get the best performance out of a car. When we are driving a complex route, we operate mainly in Beta, dipping in and out of the more relaxed state of Alpha - which is good for creative time-out and a bit of restorative daydreaming. Just as there is no benefit to driving in only one gear, we need to create balance and opportunity to match the right level of brain wave for what we are trying to do.

Gamma brain waves are those that resonate at a higher frequency than Beta - typically at 40 Hz and above - and these have become more easily identified since the introduction of digital electroencephalography (EEG) as analog EEG was restricted to around 30 HZ. So although Gamma waves have always existed, they were previously not recognised on monitoring equipment. They are associated with a state of hyper-alertness, perception and integration of sensory input, usually seen in those who train for peak performance in a physical or intellectual capacity, as they are evidence of extreme levels of concentration and focus. But for the rest of us, a good example is when time seems to "slow down" during a car or other accident, for example. This is the brain entering a phase of Gamma waves where our survival may be dependent on the fastest of information processing and reaction times.

For many of us, life is just one long round of Beta wave activity, which is tiring and, in the end, counter-productive as it's impossible to deliver continuously well when utilising only one wakeful state (if you drove a car continuously in fourth gear, you'd wreck the engine). Certainly, consciously working towards more balance between Beta and Alpha waves means a more creative way of concentrating, problem solving and working. Balancing between the two, and dipping into Gamma wave activity occasionally, could serve us even better. Along with lots of Theta and Delta waves at night!

Daydream believer

Einstein did it. Mozart did it. But will you make the time to daydream and see what it might yield?

Writing a book on the art of concentration became extremely focused on the pursuit of those constructive activities that produced tangible results. Where the aim was to replace distraction with focus, procrastination with achievable outcomes. But when I looked at what might also free up the brain to improve they way we live and work and concentrate, another theme crept up on me: that of checking out to check in. Freeing up the mind to make its own unique connections. To allow the opportunity for the unfettered creativity that it is capable of. That "Eureka" moment.

Sure, there was still a need to remove those distractions that the habit of multi-tasking can produce, but this could create the space not only to concentrate on executing some task or hit some deadline, but also to merely stand and stare. To be in the moment. To allow the mind to wander and wonder. And see what might percolate through... what genius solutions might be lurking behind some of the restrictions of our results-driven way of being.

I began to see that by concentrating better in order to get things done, there might be more time to daydream! And that this might be constructive and beneficial.

Why do our minds drift off anyway? Modern brain-scanning techniques show that when this happens, the temporal lobes of the brain are actually busy processing long-term memories, like some automatic data-storage facility.

Daydreaming allows the prefrontal cortex, the area of the brain involved in problem-solving, to do its work. "Mind wandering is actually a very involved task," says psychologist Jonathan Schooler, who is researching this at UC Santa Barbara. "You leave the here and now and focus on more remote concerns that nevertheless might be more important. We've been focusing on the downside of this [daydreaming] but we need to think about the upside."

It also allows us to envisage the next step in an idea or plan. To play it out, visualise it and see what it might look like. Making it more real and more possible. Every big idea starts with a "What if..." thought, but you need the head space to consider and develop it. To allow the creativity the subconscious mind is capable of.

Archimedes was taking a bath when he finally solved the seemingly intractable problem of measuring the volume of objects with precision. Einstein's theory of relativity began with a daydream on a sunbeam, which led to the realisation that the earth was curved...