Clarity factors are expected to facilitate meaningful encoding (e.g. structured outlines of the subject matter), connection to prior knowledge (e.g. through concrete examples or practical applications) and storage in long-term memory in the course of information processing. Clarity in teaching refers to low-inference behaviours such as “uses concrete examples”, “stresses most important points” and “repeats difficult ideas”. Murray found that 18 of the total of 27 observed classroom teaching behaviours correlated significantly with student ratings of overall teaching effectiveness.