Financial pressures can reduce the amount of time, energy and emotional capacity available for revision.
Articles on Revision
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Physical activity improves cognitive function – our ability to think and process information.
From putting your phone away to getting better at ‘chunking’, a neuroscience researcher explains how to make your memory better.
Novelty primes your brain to learn, while links with existing knowledge make memories stick.
Use stories, rhymes and acronyms that catch your imagination.
Very compressed study schedules lead to a catastrophic amount of forgetting.
Messages from teachers like ‘if you do not work hard, you will fail your GCSEs and you will not get into college’ are known as fear appeals.
Secondary school exams are here, with all the stress they bring. But parents can help their teenagers stay engaged by getting the motivational basics right and keeping a sense of perspective.
While writing can be a challenge, so can finding the motivation to revise one’s work. A motivation specialist explains how to overcome the reluctance to take the first draft to the next level.
It can be hard to get into a study groove, but removing distractions, getting enough sleep, self-testing, spacing out your study and creating memory aids can help students succeed.
An intense night of study won’t help you remember information in the long-term – and the stress of revising under pressure will likely impact on your sleep and thus your exam performance.
Mind blanks are typically triggered in response to a perceived threat. The chemical process that takes place essentially clears out your working memory, quiets logical processes, and walls off memory.
Is there such a thing as brain food?
With exam season in full swing, how you cope with stress might be the difference between brilliance and burnout.
Because exam season can be tough on parents, too.
Revising for exams is a necessary evil. Ever since written university exams were first set in England by the Cambridge chemist William Farrish in about 1792, students have struggled to revise. And with…
Top contributors
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Professor in Physical Activity and Health, Nottingham Trent University
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Emeritus reader in science education and communication, University of Sussex
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Senior Lecturer (Adjunct), Nutritional neuroscientist, Adelaide University
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Director of the Learning, Instruction & Technology Lab and Professor of Educational Psychology, School of Education, The University of Queensland
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Senior lecturer for PGCE Primary, Cardiff Metropolitan University
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Postdoctoral fellow, The University of Melbourne
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Professor of Psychology, University of Huddersfield
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Senior Lecturer (Psychology in Education), Liverpool John Moores University
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Clinical Assistant Professor in Educational Psychology, University of Kentucky
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HRC Clinical Research Training Fellow, University of Auckland, Waipapa Taumata Rau
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Professor in Education, Liverpool John Moores University
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Senior Teaching Fellow in Education, University of Strathclyde
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Community and Developmental Paediatrician, University of Auckland, Waipapa Taumata Rau
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Senior Lecturer, School of Psychology & Humanities., University of Lancashire
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Subject Lead: Psychology & Neuroscience, University of Lancashire