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Dan Harkless (talk | contribs) m →Intention to Learn: «you learn something incidentally (i.e. without intention to learn) but still process and learn» → «one learns something incidentally (i.e. without intention to learn), but still processes and learns», per WP:MOS. «learnt» → «learned», since this article isn't marked to be written in British English. |
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There are two main approaches to analyzing how the brain encodes information: the physiological approach, and the mental approach. The physiological approach looks at how a stimulus is represented by neurons firing in the brain, while the mental approach looks at how the stimulus is represented in the mind.<ref>{{Cite book|last1=Parker|first1=Amanda|url=https://books.google.com/books?id=PSB5AgAAQBAJ&q=physiological+and+mental+approaches+to+encoding+memory&pg=PP1|title=The Cognitive Neuroscience of Memory: Encoding and Retrieval|last2=Bussey|first2=Timothy J.|last3=Wilding|first3=Edward L.|date=2005-08-18|publisher=Psychology Press|isbn=978-1-135-43073-3|language=en}}</ref>
There are many types of mental encoding that are used, such as visual, elaborative, organizational, acoustic, and semantic. However, this is not an extensive list.
===Visual encoding===
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===Intention to Learn===
Studies have shown that the intention to learn has no direct effect on memory encoding. Instead, memory encoding is dependent on how deeply each item is encoded, which could be affected by intention to learn, but not exclusively. That is, intention to learn can lead to more effective learning strategies, and consequently, better memory encoding, but if
The effects of elaborative rehearsal or deep processing can be attributed to the number of connections made while encoding that increase the number of pathways available for retrieval.<ref>Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.</ref>
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