Aprendé sobre técnicas de estudio y estrategias de aprendizaje en Facultad de Psicología (UdelaR)

In these tutorials, you will learn about study techniques and learning strategies to use in your studies at the Faculty of Psychology (UdelaR). Among other things, we will explore the importance of evaluating your own learning process and how crucial it is to make conscious and deliberate decisions about the study techniques you will use to prepare for your courses. If you are studying at the Faculty of Psychology of the University of the Republic, this workshop on study techniques will help you learn how to study the vast majority of your undergraduate courses. Study Techniques Survey: What techniques do you use?: https://www.menti.com/al47fac64fuv Survey Results: https://www.mentimeter.com/app/presen... Final Survey on Course Expectations: https://bit.ly/expectativaMEATE Follow me on:   / psicoresumenes     / psico.resumenes     / psicoresumenes   Bibliography: Alvarez, G., Bassa, L., & Ferrari, L. D. (2016). Self-explanation: a strategy to promote the understanding of explanatory texts: towards a proposal with the integration of digital technologies. Argudín, Y. and Luna, M. (1997). Learning to think by reading well. Higher-level reading skills. Mexico: Plaza y Valdés/Universidad Iberoamericana Benoit Ríos, C. G. (2020). Formulating questions as a teaching strategy to motivate reflection in the classroom. Cuadernos de investigación educativa, 11(2), 95-115. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. Flórez-Uribe, A. M., Ayala-Pimentel, J. O., & Conde Cotes, C. A. (2011). Concept maps as a strategy to improve the teaching and learning process of neuroanatomy. International Journal of Morphology, 29(1), 84-89. Inzunza Melo, B. C., Márquez Urrizola, C., & Pérez Villalobos, C. (2020). Relationship between self-regulated learning, academic background, and sociodemographic characteristics in medical students. Higher Medical Education, 34(2). Kahmi-Stein, L. D. (1997). Summarization strategies of "high-risk" university students. Reading and Life, 18(4), 17-24. Kandel, E. R., Kupfermann, I., & Iversen, S. (2001). Learning and memory. In E. R. Kandel, J. H. Schwartz, & T. M. Jessell (Eds.), Principles of Neuroscience (1st Spanish ed., pp. 1227–1246). Madrid: McGraw-Hill/Interamericana de España. Muñoz, M. T. (2005). Learning strategies in university students. Revista PsicologiaCientifica.com, 7(13). Smith, M., & Weinstein, Y. (January 27, 2019). Studying using elaboration and elaborative questioning. Subjects and Learning. University of the Americas (2017). Student guide: self-learning techniques. Vásquez Echeverría, A. (2015). Introduction to Cognitive Psychology Manual. Montevideo: UdelaR. #Psychology #PsychologicalSummaries #UdelaR #Studying #Learning #Knowledge #Strategies #Techniques #Memory #Learning #Cognition #Intelligence #Motivation #CognitivePsychology #UNAM #UBA #FacultyofPsychology #Faculty #Metacognition #SelfRegulation #Tutoring