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There are many ways to process or learn information. There is no universal “best” way to learn. Learning effectiveness is defined in relation to content, age or level of the learner, structure of the environment, and research-based approaches. There are many ways to get information into long-term memory storage, including methods of memorization (repeating, chunking, practice), making meaning (abstracting, elaborating, schematizing, organizing), mnemonic devices (acronyms, acrostics, peg word and loci methods), metacognitive cuing (advance organizers, signals, summaries, review questions), and mathemagenics (note taking, class work, homework, and other review methods). There are also metacognitive processing strategies, such as self-evaluation, self-monitoring, and self-regulation. Finally, there are academic-related behaviors that benefit learning, including simple things such as regular class attendance, paying attention, taking notes, reading assigned items, ...

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