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Information enters the brain through encoding, which is the input of information into the memory system. Once sensory information is received from the environment, the brain labels or codes it. The information is then organized with similar information and connected to existing concepts. Encoding occurs through automatic processing and effortful processing.
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Related Experiment Video

Updated: Feb 19, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Self-regulated learning of important information under sequential and simultaneous encoding conditions.

Catherine D Middlebrooks1, Alan D Castel1

  • 1Department of Psychology, University of California, Los Angeles.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|November 3, 2017
PubMed
Summary
This summary is machine-generated.

Studying information simultaneously, rather than sequentially, improves learners' ability to prioritize high-value material. This impacts recall, study choices, and self-pacing for efficient learning.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Effective studying involves strategic decisions about information selection, duration, and review.
  • Previous research indicates self-regulated learning is impaired when studying information sequentially compared to simultaneously.

Purpose of the Study:

  • To investigate if impairments in self-regulated learning under sequential study extend to learning and memory for information of varying value.
  • To compare simultaneous versus sequential study formats regarding value-based learning and memory.

Main Methods:

  • Experiment 1: Participants studied word lists of differing values (1-10 points) presented sequentially or simultaneously at a fixed rate.
  • Experiment 2: Participants studied words with self-paced study and the option to restudy, under sequential or simultaneous conditions.

Main Results:

  • Participants prioritized high-value information regardless of presentation format.
  • Simultaneous study led to superior value-based prioritization in recall, study selections, and self-pacing compared to sequential study.
  • Both formats showed prioritization of high-value items, but simultaneous presentation enhanced this effect.

Conclusions:

  • The way learners devise and execute study plans differs significantly between sequential and simultaneous information presentation.
  • Simultaneous study formats may offer advantages for self-regulated learning and memory for valuable information.