Today our topic is on how to control your concentration.
Psychologically defined, concentration is the process of centering one's attention over a period of time.In practical application, however, concentration is not as simple to deal successfully with as the definition may imply. For this reason, it is helpful to keep the following points in mind.
The first point, Even with the greatest effort, our span of attention fluctuates. In a quiet room, place a watch so that it can just scarcely be heard. Listen carefully and notice how the ticking increases in apparent intensity,fades to a point where it cannot be heard, and then increases again. This phenomenon reveals how our span of attention fluctuates, for the intensity of the ticking is actually constant.
Secondly, you pay attention to one thing at a time.
It is possible for your attention to shift so rapidly that it seems that you attend to several concepts at once. But apparently this is only an illusion. In high concentration the shift from the focus of attention is ofshort duration
Thirdly, we will talk about levels of high, moderate, and low attention.
High-level attention has long periods of attending and short distraction periods.
In low-level attention the periods of attending are short and the distraction periods long. In moderate-level attention, there is a mixture of the extremes.
Thus it is easy to see thatit is highly unlikely that the student who has most of his attention centered on fancying at large will be able to recall even the major points of a lecture. Lack of concentration is a symptom, not a cause, of difficulty. When a student says "I can't concentrate", what he is really saying is, "I can't attend to the task at hand because my distractors are too strong."
Fourthly, we come to the two sorts of distractors - psychological and physical.It has been proven by scientists that emotions are the most powerful distractors. The angry man forgets the pain of injury, the fearful man finds it difficult to enjoy pleasure。
Emotional reaction varies greatly from person to person. Physical distractors are always present and rarely understood. One research report has shown that comprehension and retention of reading were decreased when students listened to lively music. However, rate of reading was not affected, so that many students were not aware that they were affected by the background distractor.
Another study found that the ability to recall accurately was affected by distracting conditions. Most of the evidence indicates that noise affects adversely higher mental task output. Still, the effect of distractors is seldom fully appreciated by students.
To sum up what we have discussed today.
Generally speaking, today we mainly focused on concentrations and we have provided with you six suggestions on how to control your concentration. We hope these suggestions will be helpful.
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