Craik (1972) defined depth as “the significance extracted from the stimulus rather than in terms of the number of analyzes performed on it” (1973, p.48). We can process information in three ways: structural processing, phonemic processing and semantic processing. Structural processing, a form of surface processing, emphasizes the physical appearance of a stimulus. This is when we encode the physical qualities of something. Phonemic processing, a form of intermediate processing, emphasizes the sound of a word. These two processes involve maintenance trials, resulting in retention of information in short-term memory. Semantic processing, which is deep processing, occurs by encoding the meanings of words and connecting them to similar words with similar meanings. This involves more meaningful analysis of information, evidence of processing, leading to improved recall (Tulving and Madigan, 1970). Encoding information in different ways affects how information is remembered. During deep processing, images, thoughts, and associations are used to facilitate the recall of information (Craik, 1972). This improves students' study methods, since processing is an important step in transferring material into long-term memory using the association technique. Deep processing means students spend more time and effort on the material, making it easier to remember. By encoding only physical qualities and sounds, this can result in short-term retention of information. Therefore, the more deeply the information is processed, the more meaningful the processing is and the better the information is remembered (Eysenck, 1978). Greater depth means a higher degree of semantic and cognitive analysis. In order for it to be a stimulus to……middle of paper……They are useful for acquiring information such as learned study methods or for retrieval from long-term memory. This means that mnemonics can be used at a time of input, learning or output, retrieval. In doing so, you experience and associate information, as well as bring information into consciousness. Mnemonic methods increase the recall of information, which becomes more meaningful. Mnemonics can be verbal, such as acronyms and rhymes, or visual (Baddley A, 1982). The subject of mnemonics improves students' study methods as it helps to avoid "learning illusions". The mechanism of the familiarity effect shows that rereading the material results in greater fluency, and repetition makes the material familiar. When a student encounters the same material in the future, he or she will be able to interpret familiarity as already knowing the material (Karpicke et al., 2009).