Elaborative process is an important subject in psychology. It involves reviewing new information and linking it to what already exists in the individual’s memory (Anderson, 2015). The process is significant in the study and retention of data. Another important topic in cognitive psychology is the concept of flashbulb memory. It is a situation where occurrences with emotional and mental impact remain clear in one’s memory. The two topics above are closely related to semantic networks and memory complaints and performance. In this paper, the author will provide a detailed analysis of the four topics. In addition, the application of the concepts in the author’s learning process will be highlighted. Topic 1 of 2: Elaborative Processing Elaborative Processing Overview Anderson (2015) provides a working definition of elaborative processing. According to Anderson (2015), the concept describes a discerning process where information is keenly revised and linked to what is present in the long term memory. It encompasses linking two ideas in an attempt to give them meaning. Elaborative processing helps a person to remember new information by connecting it with something simpler that is already in their long-term memory (Cook, Limber & O’Brien, 2001). It leads to enhanced reminiscence. The reason is that it comprises of meaningful examination of, for instance, thoughts and images and their association to prior knowledge. Learners can use the concept to contemplate on a given subject in a meaningful way. They interrogate and expand the presented ideas, a process that enhances memory (Cook et al., 2001). Studies have showed that elaborative processing among learners with a vast information base encourages incorporation of freshly assimilated information into the existing foundation. It provides a rational illustration of a learning item. PQ4R study method and elaborative processing PQ4R is a common reading technique. It was established by Thomas E.L and Robinson H.A in 1972. The acronym stands for preview, question, read, reflect, recite, and review. It helps students with reading difficulties to take an active attitude towards learning. Previewing involves getting an overall map of the material before reading starts (Anderson, 2015). On its part, questioning entails drafting queries about the material after reading the preview. The process creates learning goals. Reading follows with the goal of answering the drafted questions. It involves noting of key words that will act as reminders of the answers. Reciting comes after reading. It involves reading the just answered questions silently or loudly to oneself or to a study group (Anderson, 2015). The next step is reflection. It entails relating fresh data to timeworn information, which may involve events in one’s life or people close to the individual. The final phase is reviewing. It involves revising the information repeatedly. Application of Elaborative Processing I use elaborative processing when studying. I find it to be an effective strategy due to its high level of information retention. In addition, comprehension of prior is made easier and fast (Anderson, 2015). Topic 2 of 2: Flashbulb Memory Analyzing Flashbulb Memory Flashbulb