sensory registers
brain filters through which sensory information enters the brain and is sent to short-term memory
short-term memory
the brain's temporary information storehouse in which information remains for a few seconds
long-term memory
the brain's permanent information storehouse from which information can be retrieved
storage of procedural memory
This area stores information about procedures, or, in other words, how to do things. It takes awhile to develop these memories, but they are difficult to lose.
storage of declarative memory
Memories of facts, concepts, formulas, ect. are stored here. These are relatively easy to learn but are easy to forget without continual review.

storage of episodic memory
Memories of events linked to personal experiences are stored here.
information process (6)
5 senses, sensory registers, short-term memory, rehearsal, long-term memory, retrieval
the junction through which brain cells communicate
movement of information into the sensory registers, short-term memory and long-term memory, then back again into short-term memory strengthens the connections among these brain cells
way to improve your memory (10)
have purpose, intention and emotional connection, understand what you memorize, use critical thinking, limit and organize the items you are processing, recite, rehearse, and write, study during short, frequent sessions, practice the middle, use flash cards, use audio strategies, use the information
way to limit/organize items processed (3)
separate main points from unimportant details, divide material into manageable sections, use organizational tools
placing disconnected information into smaller units that are easier to remember
mnemonic devices
memory techniques that use vivid associations and acronyms to link new information to what you already know
memory techniques (5)
create visual images and associations, use visual images to remember items in a list, create a vocabulary cartoon, create acronyms, use songs or rhymes
a word formed from the first letters of a series of words created to help you remember the series
put your senses to work
note-and then look beyond-what you see and hear. open your sensory pathways up to all kinds of information. using all five sense as you learn can help you lock information into long-term memory in a meaningful way.
ask questions
questions are the backbone of learning. they help you see what you do-and don't-understand.

asking questions as you read print and online materials will broaden and anchor your knowledge.

reading comprehension
understanding concepts and being able to show your knowledge on exams and use it to solve problems
rapid reading of key chapter elements to get an overview and find main ideas
key to building reading comprehension-survey, question, read, recite, and review
rapid reading in search of specific information
pre-reading a book before studying it-skimming and scanning front matter, chapter elements, and back matter for clues about content and organization
front matter
table of contents-chapter titles, main topics, preface
chapter elements
chapter title, chapter introduction, list of objectives, list of key topics, heading, definitions, quotes, questions, exercises, tables, charts, photographs, captions, boldface, italics, underlining, summary
back matter
glossary, index, bibliography
developing questions linked to chapter headings and to what you already know
bloom's taxonomy-6 levels of questions
knowledge, understanding, application, analysis, synthesis, and evaluation
reading to answer Q-stage questions and find main ideas; taking notes as you read or highlighting your text
find main idea
search for the topic of the paragraph, identify, the aspect of the topic that is the paragraph's focus, find what the author wants you to know about that aspect
prioritize reading assignments
is the information stressed in headings, charts, tables, captions, key terms, and definitions. a crucial concept, an example, an explanation, critical relationship, comparison, information stressed in class, in your syllabus
answering, perhaps for a second time, your Q-stage questions; reciting the answers aloud or silently to yourself, teaching them to a study partner, or recording them in writing
your key to learning. learning the material through summarizing notes; answering study questions; writing outlines or think links; reciting concepts, using flash cards, thinking critically
improves reading comprehension (6)
take an active approach to difficult text, learn to concentrate, become emotionally involved, define your reading purpose, spend enough time, expand your course vocabulary
focusing on one topic at a time and avoiding distractions so that you can learn material
take an active approach to difficult texts
don't expect to master material on the first pass, know that some text require extra work and concentration
learn to concentrate (6)
make studying job #1, know what you will study and for how long before you begin, put aside unrelated thoughts, keep your social like separate, plan a reward, evaluate
define your reading purpose (4)
read for understanding, read to evaluate critically, read for practical application, read for pleasure