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select what is important to learn |
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associate or link together chunks of information |
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picture in your mind the information you are learning |
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work with information and encode information in new ways |
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stay focused and attend to specific stimuli |
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repeat information verbally in your own words |
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create a learning goal with clearly defined desired outcomes |
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recognize different levels of information |
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check the accuracy of your learning and use the forams of self quizzing |
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reorganize information in meaningful , logical ways |
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dedicate and schedule ample time to learn |
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practice retrieving information from long-term memory |
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cognitive learning styles |
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refers to the general way people prefer to have information presented in order to problem-solve, process, learn, and remember new information |
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visual auditory kinesthetic |
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learning style preference |
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tendency to use a visual, auditory, or kinesthetic modality when there is a choice of ways to learn and process new information |
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prefer to process and learn information in visual forms such as pictures, charts, or other printed information, such as lists or paragraphs |
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prefer to process and learn by hearing and discussing information |
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prefer to process and learn information through large and small muscle movements and hand on exercise |
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strategies that combine two or more modalities |
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involves speaking or reading out loud to activate your auditory channel and build auditory memory |
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involves explaining inforamtion outloud, in complete sentences and in your own words without looking at the printed information |
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Definition
a cognitive model that identifies specific functions of the left hemisphere and the right hemisphere of the brain |
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