Teenagers begin carrying an increasingly weighted academic load throughout junior high and high school, which many think will automatically keep their brains active and engaged. While it is true that academics do indeed keep the brain working, individuals have great propensity for getting bored with their homework or tired after a long day at school. If you believe that every adolescent who has difficulty with memory, study skills and performance on standardized tests has exactly the same problems, then you should go looking for a “where to put the electrodes and what to train” recipe.
Material was not processed when coming in, so it didn’t form clear memories and wasn’t able to be used in their study. Some have excessive slow activity which led to them repeatedly falling back into their thoughts when trying to sustain an external focus. They also don’t use language well internally, and have problems with sequential/hierarchical tasks. Others aren’t effective at screening outside distractions or internal impulses, so they get drawn off things they are supposed to be paying attention to or doing unless they are in a super controlled and quiet environment. Several have high levels of anxiety about performance, so when they are trying to do a task, part of their brain is telling them that they won’t be successful, etc. Tests, of course, trigger an anxiety reaction as well. Many have lots of obsessive thoughts and/or compulsions, they are perfectionists, driven to avoid anxiety by making sure they make no mistakes (for which they are always looking).
Adolescents like having a good time and typically engage in activities they perceive to be fun. For that reason, activities that can be considered both cognitive and enjoyable will make all the difference. At Mind Culture, we combine neeuro training with attitudinal and behavioural elements for a more comprehensive developmental advancement.