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9. Info Processing Approach

Learning Goals Overview

  • Key areas of focus:

    • Information Processing Approach (Intro)

    • Memory

    • Expertise

    • Attention

    • Metacognition

Historical Context and Theoretical Background

  • Behaviorism: Dominant until 1950-60s; focused on observable behavior but failed to explain children's learning fully.

  • Cognitive psychology: Emerged, emphasizing mental processes like memory and thinking in learning.

Information Processing Approach

  • A cognitive approach where individuals manipulate, monitor, and strategize about information.

  • Central cognitive processes:

    • Attention

    • Memory

    • Thinking

  • Developmental Changes: Information-processing abilities, capacity, and speed increase with age, influenced by biology (brain structure, neural aspects like synaptic pruning and myelination) and experience.

Cognitive Development and Brain Changes

  • Biological brain changes enhance cognitive resources, especially in frontal lobes.

  • Neuronal level changes: blooming and pruning strengthen and reduce neural connections.

  • Myelination: Axon insulation with a myelin sheath, increasing electrical impulse speed, continues through adolescence and impacts processing speed.

Mechanisms of Developmental Change (Robert Siegler)

  • Encoding: Recording information, improving skill in selecting relevant data.

  • Automaticity: Processing information with minimal effort, allowing for more data handling.

  • Strategy Construction: Developing new methods for information processing.

  • Self-modification: Adapting responses based on past experiences and dynamic memory modification.

  • Metacognition: Understanding one’s own cognitive processes; "knowing about knowing."

Attention

Definition

  • Attention: Focusing mental processes on specific aspects while ignoring others.

    • Selective Attention: Concentrating on relevant experiences.

    • Divided Attention: Focusing on multiple activities simultaneously.

    • Sustained Attention (Vigilance): Maintaining attention over time.

    • Executive Attention: Involves planning, goal allocation, error detection, and progress monitoring.

Importance of Attention

  • Essential for learning; new information requires attention to reach working memory and be processed into long-term memory. It filters information to facilitate concentration.

Developmental Changes in Attention

  • Increases in:

    • Selective Attention

    • Attention Span (duration of focus)

    • Cognitive Control of Attention (prioritizing stimuli)

Educator Strategies to Enhance Attention

  • Encourage minimizing distractions.

  • Make learning engaging and relevant.

  • Use cues and gestures for important material.

  • Focus on active learning methods, considering individual differences.

  • Leverage media and technology for engagement.

Misunderstanding Attention Problems

  • Attention Problems vs. ADHD: Not all attention issues indicate ADHD. Other factors include anxiety, OCD, stress, trauma, and learning disorders.

  • Professional assessment is crucial for accurate diagnosis, comparing with age peers.

Memory

Overview

  • Memory: Retention of information over time, involving encoding, storage, and retrieval.

Encoding, Storing, and Retrieving

  • Encoding: Transforming information into a storable format.

  • Storing: Maintaining encoded information.

  • Retrieving: Accessing previously encoded and stored information.

Encoding Strategies

  • Attention: Focus is crucial.

  • Rehearsal: Repetition over time.

  • Constructing Images: Visualizing information.

  • Elaboration: Expanding on information.

  • Deep Processing: Complex understanding for better retention.

  • Organization: Structuring information; chunking groups data.

Types of Memory Storage

  • Sensory Memory: Brief retention of raw sensory information.

  • Short-term Memory: Limited capacity, short duration (avg. 7 items).

  • Long-term Memory: Large capacity for indefinite storage.

Models of Memory

  • Atkinson-Shiffrin Model: Three stages: Sensory, Short-term, Long-term.

  • Baddeley's Model of Working Memory: Phonological loop, visuospatial working memory, central executive.

Classification of Long-term Memory

  • Procedural Memory: Non-conscious skills and operations.

  • Declarative Memory: Consciously recalled facts and events.

    • Episodic Memory: Personal experiences with context (time, place).

    • Semantic Memory: General knowledge (concepts, vocabulary, facts).

Enhancing Memory

  • Promote understanding of information.

  • Assist in organizing knowledge.

  • Teach mnemonic techniques:

    • Acronyms

    • Rhymes

    • Method of loci

Challenges in Memory

Forgetting Types

  • Cue-Dependent Forgetting: Lack of retrieval cues.

  • Interference Theory: New or old information impedes recall.

  • Decay Theory: Memories degrade over time without review.

Classification of Information Recall

  • Serial Position Effect: Better recall for items at the beginning (Primacy) or end (Recency) of a list.

  • Encoding Specificity Principle: Retrieval cues formed during learning aid recall.

Expertise in Learning

Expert Characteristics

  • Detect meaningful patterns.

  • Possess deep knowledge organized around essential ideas.

  • Retrieve information with minimal effort.

  • Adapt approaches to new situations effectively.

Learning Strategies for Expertise Development

  • Spreading out learning and reviewing.

  • Self-questioning.

  • Effective note-taking.

  • Implementing systems like PQ4R (Preview, Question, Read, Reflect, Recite, Review).

Metacognition

Definition

  • Metacognition: Understanding and controlling one’s own thought processes (planning, monitoring, evaluating learning strategies). Crucial for student autonomy and problem-solving.

Improvement of Metacognitive Skills

  • Develops with cognitive maturity and knowledge of memory functions.

  • Effective information processing models lead to better strategic learning.

Strategies to Develop Metacognition

  • Mind mapping to organize thoughts.

  • Reflective practices to analyze thought processes post-learning.

  • Assess and adapt learning approaches based on experiences.

Conclusion

  • Integrating cognitive and metacognitive strategies supports better learning outcomes and retention.

  • Continuous assessment and adaptation of learning strategies foster effective learning.