information processing

Information Processing Theory

Relating how the mind and the computer work is a powerful analogy. The term used in the

information processing theory (IPT) extend this analogy. Computer programmers and designers

aim to make computers solve problems undergoing processes like the human mind.

Cognitive psychologists believed that cognitive processes influence the nature of what is learned.

They consider learning as largely as internal process, not as external behavior change ( as

behaviorist theory thought). They believed that how a person thinks about and interprets what

s/he receives shape what he/she will learn.

IPT describes how the learner receives information (stimuli) from the environment through the

senses and what takes place in between determines whether the information will continue to

pass through the sensory register, then the short term memory and the long term memory.

Types of Knowledge that the learners may receive.

• General vs, Specific: -This involves whether the knowledge is useful in many tasks, or only in

one,

• Declarative - This refer to factual knowledge. They relate to the nature of how things are.

Example are your name, address, a nursery rhyme, the definition of IPT, or even the face of your

crush.

• Procedural – This includes knowledge on how to do things. Examples include making a lesson

plan, baking a cake, or getting the least common denominator.

*Episodic – This includes memories of life events, like your high school graduation.

*Conditional – This is about “knowing when and why” to apply declarative or procedural

strategies.

Stages in the Information Processing Theory

The stages of IPT involve the functioning of the senses, sensory register, short-term memory and

the long-term memory.

These three primary stages in IPT are:

1. Encoding – Information is sensed, perceived and attended to.

2. Storage – The information is stored for either a brief or extended period of time, depending

upon the processes following encoding.

3. Retrieval – The information is brought back at the appropriate time and reactivated for use on

a current task, the true measure of effective memory.

Cognitive processes could be described in a stage-like model. The stages to processing follow a

trail along which information is taken into the memory system and brought back (recalled) when

needed.

Sensory Register

The first step in the IP model holds all sensory information for a very brief time.

• Capacity: Our mind receives a great amount of information but it is more that what our minds

can hold or perceive.

• Duration: The sensory register only holds the information foran extremely brief period – in the

order of 1 -3 seconds.

• There is a difference in duration based on modality: auditory memory is more persistent than

visual.

The Role of Attention

• To bring information into consciousness, it is necessary that we give attention to it.

• Getting through this attentional filter is done when the learner is interested in the material;

when there is conscious control over attention or when information involves novelty , surprise,

salience, and distinctiveness.

• Before information is perceived, it is known as “precategorical” information. This means that

until that point, the learner has not established a determination of the categorical membership

of the information. Nce it is perceived, we can categorize, judge, interpret and place meaning to

the stimuli.

Short Term Memory

• Capacity: The STM can only hold 5 to 9 “chunks” of information, sometimes described as 7+ / -2. It is called working memory because it is where new information is temporarily placed while

it is mentally process.

• Duration: Around 18 seconds or less.

• To reduce the loss information in 18 seconds, you need to do maintenance rehearsal. It is using

repetition to keep the information active in STM, like when you repeat a phone number just given

over and over.

Forgetting

Forgetting is the inability to retrieve or access information when needed.

Two main was in which forgetting likely occur:

• Decay - Information is not attended to, and eventually ‘fades’ away. Very prevalent in Working

Memory.

*Interference – New or old information ‘blocks’ access to the information in question.

Methods for Increasing Retrieval of Information

• Rehearsal – This is repeating information verbatim, either mentally or aloud.

• Meaningful Learning - This is making connections new information and prior knowledge.

• Organization – Making connections among various pieces of information. Info that is

organized efficiently should be recalled.

• Elaboration – This is adding additional ideas to new information based on what one already

knows. It is connecting new info with old to gain meaning.

• Visual Imagery – This means forming a “picture” of the information.

*Generation – Things we ‘produce’ are easier to remember than things we ‘hear’.

*Context – Remembering the situation helps recover information.

• Personalization – It is making the information relevant to the individual.