information processing theory

Chapter 8: Information Processing Theory

Overview

  • Key Components:

    • Information Processing View of Learning

    • Information Processing Model

    • Metacognition

    • Technology as Tool for Information Processing

Information Processing Theory: Assumptions

  • Sequential Processing:

    • Information is processed in distinct steps or stages.

  • Capacity Limits:

    • There are limitations on the amount of information that can be processed at each stage.

  • Interactivity:

    • The human information processing system interacts with various elements.

A Model of Information Processing

  • Control Processes:

    • Environmental stimuli (input)

    • Sensory Register (SR)

    • Attention

    • Short-term Memory (STM)

    • Elaborative Rehearsal

    • Long-term Memory (LTM)

    • Recognition

    • Response (output)

The Sensory Register

  • Capacity:

    • Very large, can hold a significant amount of data.

  • Duration:

    • Only lasts 1 to 3 seconds.

  • Contents:

    • Stores raw sensory data in the same form as it is perceived.

Control Processes of the Sensory Register

  • Recognition:

    • Identifying key features of a stimulus and connecting them to existing stored information.

  • Attention:

    • Selectively focusing on specific information currently stored in the sensory register; influenced by knowledge in long-term memory.

Short-Term Memory (STM)

  • Capacity:

    • Holds 7 +/- 2 chunks of information.

  • Duration:

    • Lasts about 20 to 30 seconds.

  • Contents:

    • Includes active thoughts, integrating information from sensory and long-term memory.

Control Processes of Short-Term Memory

  • Rehearsal:

    • Maintenance Rehearsal: Repetitive information to keep it active; does not enhance long-term retention.

    • Elaborative Rehearsal: Associating new information with existing long-term memories to improve retention.

  • Organization:

    • Grouping related information into chunks.

  • Meaningfulness:

    • Relating new information to existing knowledge for better retention.

  • Visual Imagery Encoding:

    • Creating mental images of information to enhance recall.

Teacher Strategies for STM

  • Present information in logical chunks for better memory.

  • Teach rehearsal techniques to children from around age seven.

  • Develop learning skills using visual imagery and memory aids.

  • Relate new information to students' cultural knowledge for meaningful learning.

Long-Term Memory (LTM)

  • Capacity:

    • Considered unlimited.

  • Duration:

    • Can be permanent and long-lasting.

  • Contents:

    • Organized in schemata (mental structures).

Retention and Forgetting in Learning

  • Research indicates:

    • 70% of studies show less than a 20% loss of learned information.

    • Forgetting increases with unfamiliar content.

    • Initial loss occurs within 4 weeks post-instruction.

Enhancing Retention

  • Less forgetting noted in active learning environments.

  • Effective learning methods include high achievement standards, teaching peers, or engaging in advanced topics.

Metacognition

  • Definition:

    • Understanding one’s own cognitive processes including attention, recognition, encoding, storage, and retrieval.

    • Applying these skills to achieve specific learning goals.

Technology as an Information-Processing Tool

  • Types of Technology Tools:

    • Tools for Writing

    • Tools for Reading

    • Tools for Science and Math

    • Tools for Art and Music

    • Multimedia Tools

    • Hypermedia Tools