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Although the levels of processing framework have evolved over its nearly 40 years of existence, the essence of the idea has not changed from the original. The original article published in 1972 suggests that in the encoding stage of a stimulus, there is a series of processing hierarchies ranging from the shallowest level (perceptual processing-the subject initially perceives the physical and sensory characteristics of the stimulus) to the deepest level (semantic processing-related to pattern recognition and extraction of meaning). The depth processing is associated with high levels of retention and long-term memory traces. After extensive research and criticism, the authors added several concepts that aided in a better understanding of levels of processing framework and the items that subjects can recall such as transfer-appropriate processing and robust encoding. However, there are still some gaps in this framework that call for new scientific investigations, ranging from experimental paradigms with lists of words with healthy or pathological conditions subject to neuroimaging studies to confirm, refute or improve the framework. The aim of this article is to review the publications (articles and book chapters) dating from the original article to the present day to better understand the mnemonic process in terms of levels of processing and to highlight some of its contributions.

In survey research from Western, educated, industrialized, rich, and democratic (WEIRD) populations, students report predominantly studying by rereading, highlighting, and summarizing, which are generally inefficient for long-term learning. It is unknown, however, whether, and to what extent, diversity, in the form of cultural context, socioeconomic status (SES), and sex, affect choice of study technique. In this exploratory study, we investigated the frequency of use of 10 common study strategies used by WEIRD students in a sample of respondents (N ϭ 795) from a developing country (Brazil). We also examined if SES and sex influenced study choices. A similar pattern of study strategy preferences emerged for Brazilian compared to WEIRD students. The most popular study strategy for Brazilian students was rereading, followed by highlighting, summarizing, and doing practice problems. Study strategy preferences were not modulated by SES, whereas some small but significant sex differences were found. Our data show that interventions designed to improve academic success by teaching effective study strategies should reach all students, irrespective of cultural context and SES, but should consider possible sex-specific differences in strategy choices.

A Neurociência, ciência responsável pelo estudo do sistema nervoso, têm crescido exponencialmente nas últimas décadas. Visto que muitos assuntos relacionados ao tema fazem parte do cotidiano popular, a divulgação científica das neurociências se torna relevante. Desta forma, o Grupo de Estudos em Neurociências da Universidade Estadual do Norte do Paraná (GEN / UENP) aderindo evento mundial de divulgação neurocientífica “Brain Awareness Week” (DANA Foundation), organizou a III Semana do Cérebro da UENP. O objetivo do presente trabalho é relatar sobre a ação presencial da III Semana do Cérebro da UENP, realizada em 2017, mostrando como um evento extensionista pode contribuir na formação dos alunos envolvidos e como ele integra ensino, pesquisa e extensão, tripé que é premissa da Universidade. Em dois dias de evento foram trabalhados diversos temas das neurociências que envolveram apresentação de filmes, palestras e discussões em forma de debate. Mais de 300 pessoas foram alcançadas com essa ação e pela quantidade de questionamentos levantados pelos participantes, podemos notar o interesse do público acerca da temática. A participação dos alunos do GEN como palestrantes aponta que eventos extensionistas podem ser utilizados como instrumento pedagógico importante na qualificação profissional dos acadêmicos.