1. In most circumstances, it is not safe to assume that students and teachers will spontaneously follow the guidelines described for them in the accompanying lists. Parents should supplement or support the efforts of teachers and encourage their children to follow these guidelines.
   
   
2. Provide young children with rich but not overwhelming sensory experiences that they can relate to what they learn in school.
   
   
3. If medical problems (such as the attention deficit disorder described in Chapter 9) interfere with a child's information processing, work with doctors and teachers to solve these problems.
   
   
4. In general, follow the guidelines in the "What to Do" lists accompanying each step of information processing in this chapter.

    

    

Click on a topic from the following list, or use your web browser to go where you want to go:

• Introduction
• Information Processing
• Sensory Register
• Working Memory
• Long-Term Memory
• Recalling Information
• Computers and Human Information Processing
• Forgetting
• Mnemonic Strategies
• Strengthening Memory and Minimizing Forgetting
• Transfer of Learning
• What Teachers Can Do to Improve Information Processing
• What Parents Can Do to Improve Information Processing <<You are here>>
• What Students Can Do to Improve Information Processing
• Summary
• Annotated Bibliography