C3.4 Information Processing Theory

What is the information processing model?

Explains how the mind works like a computer — taking in information, storing it, and using it. It focuses on how children think, not just what they know.

What is the sensory model?

Receives sensory input, holds information for a very brief moment (less than a second). Most of it disappears unless the child pays attention.

• Example: A child glances at a picture — if they don’t focus, they forget it instantly

What is the short-term memory (STM)?

This is where information is actively processed and held for about 30 seconds. Children can only hold about 5–7 pieces of information at once (has limited capacity). 

• Example: A child repeats numbers or instructions to remember them.

What is the long-term memory (LTM)?

Information that is stored permanently and can be recalled later. It has an unlimited capacity and is strengthened by repetition chunking information, and relating to meaningful experiences.

What are the three processes of memory:

• Encoding - Summaries; organises information do that it can be stored, when info is not encoded well, it may result in us not remembering something

• Storage - Reviews; Refers to how information is kept and not lost

• Retrieval - Recalls; Refers to an ability to remember/recall information

How does the information process theory differ to the 3 other theories (Vygotsky, Piaget and Bruner)?

It focuses on how the mind works step-by-step — attention, memory and processing — rather than on stages of development (like Piaget), social interaction and culture (like Vygotsky), or the role of scaffolding and teaching methods (like Bruner). It views cognitive development as a continuous process of improving mental efficiency, not something that happens in stages or mainly through adult support.

What are strategies to embed information into the LTM?

• Rehearsal or repetition (e.g. reciting the times tables)

• Clustering (e.g. grouping similar items together)

• Elaboration (e.g. linking information with something very similar)

• Chunking (e.g. making a pattern of sets of numbers)

How may an early years professional use the model?

• Sensory input - singing, movement/touch, physical play, taste

• Attention - short/engaging activities, fun, encourages eye contact, visual cues

• Rehearsal - doing nursery rhymes many times, repetition of songs, actions and activities to support children to store information in LTM

• Retrieval - use of flashcards to learn phonics, colours, animals - quizzes to support recall

• Memory aids - play cards