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Lecture Notes Information Processing Theory

Information Processing Theory (IPT) views human cognition as analogous to a computer system, with memory as the central component. IPT posits 3 main stages: 1) Encoding, where information is sensed and attended to, 2) Storage, where information is kept briefly in working memory or long-term in long-term memory, and 3) Retrieval, where stored information is recalled for use. The mind uses hierarchical structures to attend to, process, store and retrieve knowledge through various memory systems like sensory memory, working memory, and long-term memory. Learning involves effectively encoding information through rehearsal and other techniques for later retrieval.

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37 views

Lecture Notes Information Processing Theory

Information Processing Theory (IPT) views human cognition as analogous to a computer system, with memory as the central component. IPT posits 3 main stages: 1) Encoding, where information is sensed and attended to, 2) Storage, where information is kept briefly in working memory or long-term in long-term memory, and 3) Retrieval, where stored information is recalled for use. The mind uses hierarchical structures to attend to, process, store and retrieve knowledge through various memory systems like sensory memory, working memory, and long-term memory. Learning involves effectively encoding information through rehearsal and other techniques for later retrieval.

Uploaded by

John Christian Empleo
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Information Processing Theory (IPT)

INFORMATION PROCESSING is a cognitive framework that focuses on how knowledge enters and is
stored in and is retrieved from our memory

In what ways are our cognitive processes like the functioning of a computer?

“Humans are processors of information. The mind is an information-processing system. Cognition is


a series of mental processes. Learning is the acquisition of mental representations” (Schunk,n.d).

Assumptions of IPT

- Behaviourists postulate that learning involves forming associations between stimuli and responses

- Information Processing theorists are less concerned with external conditions (they do agree that
forming associations between information bits aid in memory storage) and focus more upon the
internal (mental) processes that occur between stimuli and responses.

-We receive information, store it in memory, and we retrieve it when we need it

“People select and attend to features of the environment, transform and rehearse information,
relate new information to previously acquired knowledge, and organize knowledge to make it
meaningful”

-The mind uses hierarchical structures where a learner processes knowledge and ideas in the mind
by attending, receiving, processing, storing, and retrieving knowledge from memory.   

Types of Knowledge:

Declarative- refers to factual knowledge

Procedural- includes knowledge on how to do things

Episodic- includes memories of life events

Conditional- concerns about knowing when and why to apply knowledge

STAGES of IPT

Involves functioning of the senses, sensory register, short-term memory (STM) and long-term
memory (LTM)

1. Encoding (Info is sensed, perceived and attended to)


2. Storage (Info stored for either a brief or extended time)
3. Retrieval (Info is brought back and reactivated for use)
Informational Processing Model

Sensory Memory (FILTER)

-interacts with all of the incoming stimuli and helps decide what is important enough to
direct attention to.

Capacity: limited capacity and duration; it can only handle between 3-7 units, or stimuli,

Duration: 1- 3 seconds at a time before information is forgotten.

-takes in the stimuli in the environment, gets rid of anything unimportant by forgetting, and
focuses attention on information that is important.

ATTENTION

-needed to bring info into consciousness

-factors that info get through our attention gate: learner’s interest, novelty, distinctiveness,
uniqueness of info

Working Memory 

-provides temporary storage and manipulation of information being processed

-students have decided something is important, they can begin to consciously interact with that
information

Capacity: can hold 5 – 9 chunks of information [ (plus or minus) 2] chunks of information.

Rehearsal 
-manipulation of information currently stored in Working Memory (Students are focused on this
information, and need to interact with it in some way or it is forgotten)

 Rehearsal Types: maintenance and elaborative. 

Maintenance Rehearsal is rehearsal in which a thought or an idea is repeated over and over in order
to keep it in the Working Memory. 

Elaborative Rehearsal some sort of meaning is attached to a term or piece of information. Through
this process of attaching meaning, in storage of the information is much more efficient, requiring
fewer repetitions than with Maintenance Rehearsal. Generally, the goal of Rehearsal is Encoding, or
the storage of information into Long-Term Memory.

Long-Term Memory 

-provides permanent storage of information to later be retrieved.

-If information is encoded effectively into Long-Term Memory, we can say that learning has occurred

-simply encoding information in Long-Term Memory does a student no good if he or she cannot


access it later (retrieval)

-info must be retrieved from Long-Term Memory and brought back into Working Memory where


the information can once again be processed.

Methods of Increasing Retrieval of Information

Rehearsal- repeating info verbatim, either mentally or aloud

Meaningful Learning- making connections between the new and prior knowledge

Personification- making info relevant to the individual

Context- remembering situation helps recover info

Visual Imagery- forming a picture of the info

Organization- making connections among various pieces of info

Elaboration- adding ideas to new info based on what one already know

Other memory Methods

Serial Position Effect- remembering the beginning and end of the list

Part Learning- Break up the list or chunk of info

Distributed Practice- break up learning sessions rather than massed practice

Mnemonic Devices- retaining and retrieving info effectively though the use of acronyms etc.

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