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Module 1-WPS Office

This module discusses information processing theory, which describes how knowledge enters and is stored in and retrieved from memory. [1] It describes the stages of encoding, storage, and retrieval. [2] Information is encoded through the senses and sensory register then moves to short-term memory or working memory for 18 seconds before being transferred to long-term memory for indefinite storage or forgotten. [3] Executive control processes like attention, rehearsal, and organization guide information through the memory system.

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Monaifah Saidali
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440 views

Module 1-WPS Office

This module discusses information processing theory, which describes how knowledge enters and is stored in and retrieved from memory. [1] It describes the stages of encoding, storage, and retrieval. [2] Information is encoded through the senses and sensory register then moves to short-term memory or working memory for 18 seconds before being transferred to long-term memory for indefinite storage or forgotten. [3] Executive control processes like attention, rehearsal, and organization guide information through the memory system.

Uploaded by

Monaifah Saidali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Topic: Module 10 Information Processing

Module 10 Information Processing

Take che Challenge

In this Module, challenge yourself to attain the following learalng outcomes:

describe the processes involved in acquiring, storing and retrieving


knowledge.

cite educatlonal implications of the theory on information processing.

Introduction

Information processing is a cognitive theoretical framework that focuses on


how knowledge enters and is stored in and is retrieved from our memory. It is
one of the most significant cognitive theories in the last century and it has strong
implications on the teaching-leaming process.

Abstraction Generalization

Information Processing Theory

Relating how the mind and the computer work is a powerful analog. The terms
used in the information processing theory (IPT) extend this analogy. In fact, those
who program and design computers aim to make computers solve problems
through processes similar to that of the human mind. Read on to krnow more
about IPT.

Cognitive psychologists believe that cognitive processes, influence the nature of


what is learned. They consider learning as largely an internal process, not an
external behavior chaņge (as behaviorist theorists thought. They look into how
we receive, perceive, store and retrieve informan. They believe that how a person
thinks about and interprets what s/he reeceives shape what he/she will learn. All
these notions comprise what is called information processing theory.
IPT describes how the learner receives informmation (stimuli) from the
environnent through the senses and what takes place in between determination
whether the information will continue to pass through the sensory register then
the short term memory and the long term memory. Certain factors would also
determine whether the information will be retrieved or "remembered" when the
learner needs it. Let us go into the details.

We first consider the types of knowledge that the learner may receive.

Types" of Knowledge

General vs. Specific: This involves whether the knowledge is used in many
tasks, or only in one.

Declarative-This refers to factual knowledge. They relate to the nature of how


things are. They may be in the form of a word or an image. Exarmples 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. Basically, IPT asserts three primary
stages in the progression of external information becoming incorporated into the
internal cognitive structure of choice (schema, concept, script, frame, mental
model, etc.).

These three primary stages in IPT are:

Encoding- Iaforrnation is serised, perceived and attended to.


Storage - The informatian is stored for either a brief or extended period of time,
depending upon the processes following encoding

Retrieval- The information is brought back at the appropriate time and


reactivated for use on a current task, the true measure of effective memory.

What made IPT plausible is the notion that 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. Most theories of information processing revolve around the three
main stages in the memory process:

Sensory Register

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

Capacity: Our mind receives a great amount of intformation but it is more


than what our minds can hold or perceive.

Duration: The sensory register only holds the information for an


exrtremely brief period- in the order of 1 to 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. Such that, we can only perceive and remember later those
things that pass through our attention "gate".

Getting through this attentional filter is done when the leaner is interested
in the material; when there is concious 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. To this point, the infomation is coming in as uninterpreted
pattens of stimuli. Once it is perceived, we can categorize, judge, interpret
and place meaning to the stimuli. If we fail to perceive, we have no means
by which to recognize that the stimulus was ever encountered.

Short-Term Memory (STM or Working Momory)

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
processed. STM maintains information for a limited time, until tihe leaner
has adequate resources to process the information, or until the information
is forgotten.

Duration: Around 18 seconds or less.

To reduce the loss of 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 numberjust given over and over.

Long-Tem Memory (LT)

The LTM is the final or permanent storing house for memory information. It
holds the stored information until needed again.

Capacity: LTM has unlimited capacity.

Duration: Duration in the LTM is indefinite.

Executive Control Proeesses

The executive control processes involve the executive processor or what is


referred to as metacognitive skills. These processes guide the form of information
through the system, help the learner make informed guide decision on about how
to categorize, organize or interpret information. Example of processes are
attention, rehearsals and organization

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

There are two main ways in which forgetting likely oceurs:


Decay - Införmation is not attended to, and everntually "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

Rebearsal - This is repeating information verbatim, either mentaly or


aloud.

Meaningful Learning - This is making connections between new


information and prior knowledge.

Organization - It is making connections among various pieces of


information. Info that ís 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.

Other Memory Methods

Serial Position Effect (recency and primacy) - You will remember the
beginning and end of a "Jist more readily.

Part Learning - Break up the list" or "chunk" information to increase


memorization.

Distributed Practice - Break up learming sessions, rather than cramming


all the info in at once (Massed Practice)
Mnemonic Aids - These are memory techniques that learners may employ
to help them retain and retrieve information more effectively. This
includes the loci technique, acronyms, sentence construction, peg-word
and association techniques, among others.

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