PROF ED 101:

THE CHILD AND

ADOLESCENT LEARNERS
AND LEARNING
PRINCIPLES
MODULE 3
AUTHOR
RHONA MAY G. BALINTONG

1
THE AUTHOR. Ms. Balintong is a faculty of the Professional Education Unit of Leyte
Normal University.

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2
Module 3
SECOND DIMENSION OF HUMAN DEVELOPMENT: COGNITIVE
DEVELOPMENT

Description of the Module

This module particularly covers the different theories on human development under the cognitive dimension. This
module consists of 3 lessons. Lesson 1 focuses on Jean Piaget’s Theory of Cognitive Development. It tackles
about the basic cognitive concepts, as well as Piaget’s 4 universal stages, along with the cognitive abilities and
limitations for each stage. Lesson 2 talks about Lev Vygotsky’s Socio-Cultural Theory on Cognitive
Development. Specifically, it talks about the major concepts introduced by Vygotsky and his Zone of Proximal
Development. Lesson 3 focuses on Atkinson and Shiffrin’s Information Processing Theory. This lesson discusses the
IPT model, the different memory processes, the types of memory that are stored in every stage, and forgetting.

Purpose of the Module

In this Module, the different cognitive development theories are reviewed. These researches and theories are
essential because these tell us that if we have a good knowledge about our learners’ development, we can be an
effective facilitator of learning. If we know the reason behind their way of thinking, their language, and their
behavior, we will understand our learners better.

Module Requirements
At the end of the module, you are requested to submit the following:

 Piagetian Conservation Task Worksheet

 Piaget & Vygostskian View on Cognitive Development Comparative Matrix
 Worksheet on Teaching Implications of Information Processing Theory (IPT)

Module Guide
The following are the activities in this Module with estimated time allotment for each learning activity. This will
serve as your guide as you proceed with this Module.

Suggested Time
Learning Activities
Allotment
1. Pre-Assessment 30 minutes
Test your prior knowledge by taking the Pre-
Assessment.

2. Activity 15 minutes
Be engaged in an activity either as an
individual or as a group.

3. Analysis 30 minutes
Answer the guide questions related to the
Activity earlier.

4. Abstraction 1 hour & 15

Connect the concepts by reading the content in minutes
the Abstraction phase.

5. Application
Apply what you learned by answering the 1 hour
questions or doing the task required of you.

6. Post-Assessment
To check whether you mastered the lesson, 30 minutes
take the Post-Assessment.
1
 Suggested Time Frame Week 10-12

MODUL
E3
Jean Piaget’s Theory of Cognitive
LESSO
N
Development
1
Key Terms

cognitive development transductive reasoning seriation

organization egocentrism formal operational
adaptation animism stage
schema centration hypothetical reasoning
assimilation irreversibility analogical reasoning
accommodation concrete operational stage deductive reasoning
sensorimotor stage reversibility reflexes
object permanence classification operations
pre-operational stage conservation Piagetian tasks
symbolic function decentration

Learning Outcome: At the end of this Lesson, you should be able to conduct a simple Piagetian Task
interview with children.

Learning Tasks:

Activity
Read the situations below.

Situation #1. It’s Christmas and Uncle Hagrid is giving “aguinaldo” to the children.
Three-year-old Hermione did not want to receive the 100-peso bill and instead
preferred to receive four 20-peso bills. Her ten-year-old cousins were telling her it’s
better to get the one hundred bill, but they failed to convince her.

Situation #2. Siblings Tria (10 years old), Enzo (8), and Riel (4), were sorting out
their stuffed animals. They had 7 bears, 3 dogs, 2 cows, and 1 dolphin. Mommy, a
psychology teacher, enters and says, “Good thing you’re sorting those. Do you have
more stuffed animals or more bears?” Tria and Enzo says, “Stuffed animals.” Riel
says, “Bears.”

Situation #3. While eating on her high chair, seven-month-old Harry accidentally
dropped his spoon on the floor. He saw mommy pick it up. Harry again drops his
new spoon, and he does this several times more on purpose. Mommy didn’t like it at
all but Harry appeared to enjoy dropping the spoons the whole time.

2
Analysis
Answer the following questions:
1. On situation 1: Why do you think did Hermione prefer the 20-peso bills?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. On situation 2: Why do you think Riel answered “Bears”? What does this say about how she thought
to answer the question?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. On situation 3: Why do you think baby Harry appeared to enjoy dropping the spoons?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Abstraction
Poet Noah Perry once asked, “Who knows the thoughts of a child?” More than anyone, the
famous Swiss psychologist Jean Piaget (1896–1980) knew (Santrock, 2011).
The children in the situations presented above were of different ages and so also should have
apparent differences in the way they thought. They were in different stages of cognitive development.

Basic Cognitive
Concepts

According to Piaget, we have two intellectual functions: a) organization and b) adaptation. To

explain how cognitive development happens, Piaget introduced the concepts of schema, assimilation, and

A schema is a cognitive structure that places concepts, objects, or

experiences into categories. It is an individual’s way to understand or
create meaning about a thing or experience (Corpuz, 2015).
3
accommodation. We organize our experiences by means of our schema, and we adapt to our environment
through assimilation and accommodation.

Since it is a product of our experience, our schema will change as a person processes more experience.

Assimilation is the process of fitting new experience into

existing schema.
Accommodation is the process of changing schema to fit new
experience.

An example of assimilation is a child calling cats “dogs.” For

instance, Jayden’s schema includes having furry body, 4 legs, and a
tail. Every time he sees an animal that has a fur, four legs, and a tail, he
calls it “dog”. One day he saw the neighbor’s cat and shouted “dog”.
In accommodation, we alter or change our existing schemas to
“accommodate” the new experience. In the example earlier, when
Jayden’s mother explained that dogs bark but cats meow, Jayden
accommodated the new experience, thus, his schema for “cats” was
created (Bulusan, et al., 2019). Adaptive processes of schema development
(Source: shorturl.at/LW489)

Stages of Cognitive
Development

To Piaget, cognitive development has four phases: Children generally move through the different
stages. Each stage describes how children acquire knowledge and the nature of intelligence.
Below is a table that summarizes the different stages along with the characteristics for each stage.

Stage Cognitive Abilities/Limitations

Sensorimotor 1. Object permanence

(0-2 years)
Pre-operational 1. Symbolic function 4. Animism
(2-7 years) 2. Transductive reasoning 5. Centration
3. Egocentrism 6. Irreversibility

Concrete Operational 1. Reversibility 4. Decentration

(7-12 years) 2. Classification 5. Seriation
3. Conservation

Formal operational 1. Hypothetical reasoning

(12 years and beyond) 2. Analogical reasoning
3. Deductive reasoning

Sensorimotor
Stage
Children at this stage think through what they see, hear, move, touch, and taste Sensorimotor
(Bulusan, et al.,
(birth-2
2018). In this stage, an infant constructs an understanding of the world years)
by coordinating sensory experiences with actions, hence the term
sensori-motor (Corpuz, 2015). One of the major accomplishments of a Pre-operational
child at this stage is object permanence – the understanding that an (2-7 years)
object still exists even when out of sight. Even when the mother
leaves for work, the child is aware that the mother comes home in the Concrete
Operational
afternoon. From reflexes, their actions become goal-directed towards
(7-12 years)
the end of the sensorimotor stage.
Formal
Operational
(12 beyond)

4
 Pre-operational
Stage
Children at this stage lack “operations” – mental actions that follow logical rules. Thus, they do
not think in a logical way. The case of kindergarten learners using sticks to count illustrate this
preoperational ability (Bulusan, et al., 2018). This stage is highlighted by the following (Corpuz, 2015,

Bulusan, et al., 2018, Levine, 2016):

 Symbolic function – ability to use symbols to represent a physical action or reality. For example, a
child may use a banana to represent a telephone.

 Transductive reasoning – a thought that connects one particular observation to another by creating
causal links where none exist (if A causes B, then B causes A). For example, a child may say, “I
haven’t had my nap, therefore it isn’t afternoon.”

 Egocentrism – inability to understand things from someone’s point of view. Example of this is a 3-
year-old girl who cannot understand why her cousins call her daddy “uncle” and not daddy.

 Animism – tendency of children to attribute human traits to inanimate objects. When at night, the
child is asked where the sun is, she will reply, “Mr. Sun is asleep.”

 Centration – tendency to focus on only one aspect of a situation. For instance, when preoperational
children see water in several glasses, they will only notice the height of the water and decide that
the glass with the higher level has more water in it.

 Irreversibility – children’s inability to reverse their thinking. They can understand that 2+3 is 5,

but cannot understand that 5–3 is 2.

5
 Concrete Operational Stage
This stage is characterized by the ability of the child to think logically but only in terms of
concrete objects. This stage is marked by the following:

 Reversibility – at this stage, the child can now follow that certain operations can be done in reverse.
Reversibility involves conservation and decentration.

 Conservation – ability to know that certain properties of objects like number, mass or volume do not
change even if there is a change in appearance.

 Decentration – ability to focus on more than one aspect of a situation at a time.

 Classification – ability to group similar objects in terms of color, shape, use, etc. For example,
children would group balls, wheels, marbles as round objects. A related skill is seriation.

 Seriation – ability to arrange objects according to size, like small to smallest, far to farthest, etc. That
a bull is big, the carabao is bigger, and the elephant is the biggest.

Formal Operational
Stage
At this stage, adolescents can engage in mental processes involving abstract thinking. This is

 Hypothetical reasoning – the ability to come up with different hypothesis about a problem and
gather data in order to make a judgment.

 Analogical reasoning – ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answer in another similar situation.

 Deductive reasoning – ability to think logically by applying a general rule to a particular

situation.

characterized by the following:

6
Application
For sixty years, Jean Piaget conducted research on cognitive development. His research method
involved observing a small number of individuals as they responded to cognitive tasks that he designed.
These tasks were later known as Piagetian Tasks.
For this activity, you are going to conduct a simple Piagetian Task to children. Do each of the following:
1. Select 2 children:
 one should be a preschool child (age 3-5), and
 the other should be a school-age child (age 6-11).
 Be sure to get permission from the child’s parent before doing the task. Limit your
observation/interview to your household or neighborhood only.
2. To see the development of conservation, carry out the following tasks. Here is the procedure for every
Piagetian conservation task. You may modify it based on the resources available at home.

Piagetian Conservation Tasks

Source: shorturl.at/gLMPX
© Allyn & Bacon, 2006

3. Document every Piagetian task you conduct to each child. Do not take a picture of any faces! Just
from behind or above. You may ask a member of your family to take pictures while you are
performing the Piagetian Task.
4. Accomplish the worksheet below.

7
 PIAGETIAN CONSERVATION TASKS WORKSHEET

Name of Child #1: Name of Child #2:

Age: Age:
Task #1: Conservation of Number
Materials:

Describe the basic procedure of the task:

Describe the child’s responses: Describe the child’s responses:

What do the child’s responses signify? What do the child’s responses signify?

Documentation

Task #2: Conservation of Volume

8
Materials:

Describe the basic procedure of the task:

Describe the child’s responses: Describe the child’s responses:

What do the child’s responses signify? What do the child’s responses signify?

Documentation

Task #3: Conservation of Mass

Materials:

9
Describe the basic procedure of the task:

Describe the child’s responses: Describe the child’s responses:

What do the child’s responses signify? What do the child’s responses signify?

Documentation

Task #4: Conservation of Area

Materials:

Describe the basic procedure of the task:

10
 Describe the child’s responses: Describe the child’s responses:

What do the child’s responses signify? What do the child’s responses signify?

Documentation

Adapted from: shorturl.at/cktC1

Your Piagetian conservation task worksheet will be rated based on the rubric below.
Rubric for Worksheet Completion
Poor Fair Good Excellent Points
Criteria (1) (2) (3) (4) Given
Less than 1/2
The entire
Worksheet of the At least 1/2 of 3/4 of the
worksheet was
Completion worksheet was the worksheet worksheet was
completed.
completed. was completed. completed.
11
 (How much of the
worksheet was
completed?)

Accuracy
Less than 1/2 At least 1/2 of
3/4 of the The entire
of the the worksheet
(How much of the worksheet was worksheet was
worksheet was was done
worksheet was done correctly. done correctly.
done correctly. correctly.
done right?)

Effort
Good effort Outstanding
Some effort
Minimal effort was made and work, the
was made, The
(The student was given. The the student met student should
student just did
worked at what student should my be proud of
enough work.
level of their try harder. expectations. their effort!
ability?)

TOTAL
Source: https://www.rcampus.com/rubricshowc.cfm?code=SX34C4X&sp=yes&

References:
Books
Bulusan, F., Raquepo, M.R., Balmeo, M.L., & Gutierrez, J.C. (2019) Facilitating learner-centered teaching. Rex
Book Store, Inc.
Corpuz, B., Lucas, M.R., Borabo, H., & Lucido, P. (2018). The Child and Adolescent Learners and Learning
Principles. Cubao, Quezon City, Metro Manila: Lorimar Publishing. ISBN:978-621-8035-48-5
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and Adolescent Development:
Looking at Learners at Different Life Stages. Lorimar Publishing, Inc.

E-Books
Beckett, C & Taylor, H. (2016). Human Growth and Development (3rd ed.). SAGE Publications, Inc.
Broderick, P.C. & Blewitt, P. (2015) The Life Span: Human Development for Helping Professionals (4th ed.).
Pearson Education, Inc.
Gillibrand, R., Lam, V., & O’Donnell, V.L. (2016). Developmental Psychology (2nd ed.). Pearson Education
Limited.
Levine, L.E. & Munch, J. (2016). Child Development from Infancy to Adolescence: An Active Learning
Approach. SAGE Publications, Inc.
Ormrod, J.E., Andermamn, E.M., & Anderman, L. (2017). Educational Psychology: Developing Learners (9th
ed.). Pearson Education Limited.
Rathus, S.A. (2017). Childhood and Adolescence: Voyages in Development (6th ed.). Cengage Learning.
Santrock, J.W. (2011). Educational Psychology (5th ed.). McGraw-Hill

MODUL
E3
Lev Vygotsky’s Socio-Cultural
LESSO
N
Theory on Cognitive Development
2
Key Terms

socio-cultural theory egocentric speech

Vygotsky inner speech

12
 social interaction Zone of Proximal Development (ZPD)
language proximal
More Knowledgeable Other (MKO) scaffolding
social or external speech scaffold

Learning Outcome: At the end of this Lesson, you should be able to differentiate Piaget and Vygotsky’s
view on cognitive development by using a comparative matrix.

Learning Tasks:

Activity
1. As a child, recall a skill that you wanted to learn and eventually learned well, through the help of
another person (like swimming, riding a bike, playing the piano, skating, etc.)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What made you interested to learn the skill?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Who taught or assisted you?

4. Describe how you went about learning the skill. Describe what steps or actions the person did in order
to help you learn.

Analysis

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Analyze your answers above and answer the questions below:

1. What factors in the environment influenced you to learn the skill?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

13
2. Did the person who taught or assisted you make use of scaffolding? If yes, how?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Abstraction
The socio-cultural theory of cognitive development was formulated by Lev Semenovich
Vygotsky, a Russian psychologist. Its major argument is that social interaction and language are two
central factors in a child’s cognitive development (Bulusan, et al., 2018).

The Role of Social

Interaction

Vygotsky emphasized the significance of social interaction in one’s thinking. Children learn from
More Knowledgeable Others (MKOs) which include parents, teachers, adults, and more

An MKO is anyone who has a higher skill level than the learner
with regard to a particular task (Bulusan, et al., 2018).

advanced peers.
In the earlier activity, the one who taught you to learn the skill you are now good at is your MKO.
An MKO may be older or younger than the learner, as long as he/she is more advanced in terms of a
specific task to perform.
Language opens the door for the learners to acquire knowledge that others already have (Corpus,
et al, 2015). Language serves a social and individual function, it helps the learner reflect on his own
thinking.

The Role of Language

14
 The three stages of speech development were identified by Vygotsky (Johnson, 2014, cited by
Bulusan, 2018).

Egocentric Speech
Thinking not related to Speech internalized
speech
Thinking out loud
talking to oneself

Social or External Speech Inner Speech

Stages of speech development.

Zone of Proximal
Development

One of the major features of Vygotsky’s theory is the zone of proximal development (ZPD).
When a child attempts to perform a skill alone, she may not be immediately proficient at it as she is not
yet matured enough to handle it. However, with the guidance of a More Knowledgeable Other (MKO),
like their parents or elder siblings, they could perform the task.

According to Vygotsky, children who are in the zone of proximal development for a particular
task can almost perform the task independently, but not quite there yet. They need some help in order to

The Zone of Proximal Development (ZPD) is the difference

between
1. Social or external speech. Atwhat the child
this stage, can accomplish
thinking alone
is not related and what
to speech sheSpeech
at all. can only
accomplish with the guidance of another (Corpuz, et al., 2015).
occurs to convey simple emotions such as shouting or crying. For instance, a child would
tell “Dede” or “milk” if hungry.

2. Egocentric speech. At this stage, children think out loud or talk to themselves as they are
doing something. For instance, Paul plays with his toy car and it does not run, he tells
himself “Sira na” or “It’s destroyed”. Called egocentric speech, it is used to guide
behaviour and help solve problems.

3. Inner speech. Inner speech is soundless speech or thought. Here, speech becomes
internalized and is used to guide thinking and behaviour.
perform the task successfully. Thus, the term “proximal” refers to those skills that the learner is “close” to
mastering.

For example, a five-year-old child doesn’t know how to ride a bicycle without his grandfather
Source: https://www.instructionaldesign.org/theories/social-development/
holding onto the back of his bike. With his grandfather’s help, this little boy learns to balance his bike.
With some more practice, he can ride the bike on his own. In this scenario, we can say that the child is in
what Vygotsky would call the zone of proximal development for riding a bike.

15
 Scaffolding

Scaffolding refers to the temporary assistance or support given

to a child by an MKO that enables the child to perform a task,
until such time that he can perform it independently (Corpuz, et
al., 2015).

The support or assistance that lets the child accomplish a task he cannot accomplish
independently is called scaffolding.

A scaffold is the structure that goes up around a building so that workers can stand on it to create
the building. In like fashion, Vygotsky saw adults and older children forming a cognitive structure around
the child that they could use to move the child to fuller understanding (Levine & Munsch, 2016). When
that is achieved, the scaffolding is no longer needed and comes down; thus, the child can now carry out
the task independently.
Scaffolding, however, is not about doing the task for the child while he watches. Putting the straw
in the child’s tetra pack juice for him is not scaffolding. Leading the straw to the hole and letting the child
put the straw through the tetra pack hole is scaffolding.

Application
Comparative Matrix. Just like what you did in
Module 1, Lesson 3, you are going to make a
compare-and-contrast matrix, this time, on the
differences between Piaget and Vygotsky’s view on
cognitive development. Identify at least 5
characteristics and features of both sides and
emphasize how they are similar and different. Follow
the format below. On the right is a sample
comparative matrix for your reference:
(Source: shorturl.at/cptyW)

Characteristics/Features Jean Piaget Lev Vygotsky

16
 Your comparative matrix will be rated based on the rubric below.

Comparative Matrix Rubric

Excellent Very Good Satisfactory Needs
Criteria (5 points) (4) (3) Improvement
(2)
Chart The chart includes The chart meets The chart includes The chart is
Requirements all required most of the some of the lacking in elements
elements of the required elements required elements. required and in
project and and includes a There is not resources used.
includes a clear, good comparison. enough There are many
strong comparison. information gaps in the
Goes beyond what presented. information
was expected. presented.

Work Quality The work done The work was done Work is done with Work is done with
exceeds all with good effort fair effort, but the little effort, quality
expectations and that shows what quality is still not is not what the
shows that the the learners are what the learners learners are
learners are proud capable of. It is are capable of. It is capable of. It is
of their work. evident that time evident that the evident that the
was put into this work was rushed. work was rushed
poster. and little time was
spent on the final
product. Work is
incomplete.
Visual Presentation The chart has an The chart is well The chart is The chart lacks a
element of labeled, and is presented in a clear presentation
creativity and style. presented in a clear satisfactory and there are
It is well labeled and concise manner. Not all several errors.
and presented in a manner. parts are clear.
clear and concise
manner.

Total
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=M366A2&

References:
Books
Bulusan, F., Raquepo, M.R., Balmeo, M.L., & Gutierrez, J.C. (2018). Facilitating learner-centered teaching. Rex
Book Store, Inc.
Corpuz, B., Lucas, M.R., Borabo, H., & Lucido, P. (2018). The Child and Adolescent Learners and Learning
Principles. Cubao, Quezon City, Metro Manila: Lorimar Publishing. ISBN:978-621-8035-48-5
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and Adolescent Development:
Looking at Learners at Different Life Stages. Lorimar Publishing, Inc.

E-Books
Beckett, C & Taylor, H. (2016). Human Growth and Development (3rd ed.). SAGE Publications, Inc.
Broderick, P.C. & Blewitt, P. (2015) The Life Span: Human Development for Helping Professionals (4th ed.).
Pearson Education, Inc.
Gillibrand, R., Lam, V., & O’Donnell, V.L. (2016). Developmental Psychology (2nd ed.). Pearson Education
Limited.
Levine, L.E. & Munch, J. (2016). Child Development from Infancy to Adolescence: An Active Learning
Approach. SAGE Publications, Inc.
Ormrod, J.E., Andermamn, E.M., & Anderman, L. (2017). Educational Psychology: Developing Learners (9th
ed.). Pearson Education Limited.

17
Rathus, S.A. (2017). Childhood and Adolescence: Voyages in Development (6th ed.). Cengage Learning.
Santrock, J.W. (2011). Educational Psychology (5th ed.). McGraw-Hill.

MODUL
E3
Information Processing Theory
LESSO
N
(IPT)
3
Key Terms

Information Processing Theory working memory semantic memory

(IPT) maintenance rehearsal episodic memory
encoding elaborative rehearsal procedural memory
storage organization forgetting
retrieval chunking time decay
stores model mnemonic devices interference
sensory memory imagery
stimuli long-term memory (LTM)
short-term memory (STM)

Learning Outcome: At the end of this Lesson, you should be able to cite teaching implications of the
Information Processing Theory by completing a table.

Learning Tasks:

Activity
Memorize the following list of words:

Seashell Soccer Beach Skiing

Baseball Sand Basketball
18
Seagull
Analysis
1. How did you try to do it?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Some possible strategies that you might have used include a) repeating the words over
and over, b) dividing the list into those words that start with s and those that start with b, c)
dividing the list into sports- and beach-related words, d) making a sentence or two using the
words, and e) imagining a picture that includes what each word represents.

Repetition Initial Sound Concept Sentence

Imagery

Seashell S sound Sports I took my Create pictures in

Baseball Seashell Baseball baseball and my your mind that
Soccer Soccer Soccer basketball include several
Sand Sand Basketball To the beach. I images in each (a
Beach Skiing Skiing sat on the sand boy on a beach
Basketball Seagull and played with a holding a
Skiing Beach seashell as I baseball in one
Seagull B sound Seashell watched a seagull hand and a
Baseball Sand fly by. It was so basketball in the
Seashell Beach Beach hot that I wished I other with a
Baseball Basketball Seagull were skiing or seagull sitting on
Soccer even playing his head.
Sand soccer instead.
Beach
Basketball
Skiing
Seagull

2. Now that you know that there are a lot of ways you can use, which of these strategies do you
think would work best for you? Choose one and give yourself 30 seconds to memorize this new
list of words. Then, cover this list and test yourself.

Classroom Cardinal Canary

Pencil Paper Computer

Penguin Parakeet
PowerPoint

3. How effective was the technique you used?

___________________________________________________________________________
19
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 All of these ways of trying to remember a list of words are examples of encoding process which
is a part of Lesson 3.

Abstraction
The Information Processing Theory (IPT) is another way of understanding how children develop
cognitively. The theory, developed by American psychologist George A. Miller, proposes that we process
information in a way that is similar to the way that computers process information. Other theorists
enhanced Miller’s theory, but the theories that followed share common assumptions (Schunk, 2012, cited
by Bulusan et al, 2018).
Whereas Piaget and Vygotsky provide more global concepts about cognition and its development,
information processing theory breaks down the way we understand and use information into steps, such
as acquiring information, storing it, and retrieving it (Robinson-Riegler & Robinson-Riegler, 2008, cited
by Levine & Munsch, 2016).

Stages in the Information Processing

Theory

The three primary stages in IPT are:

Encoding – information is taken in through the

senses.
Storage – information is retained for either a brief or encodin
storage retrieval
g
an extended period of time, depending upon the
processes following encoding.
Retrieval – information is brought back out of The three stages or memory.
storage and recalled for use on a current task
(Gilllibrand, et al., 2016).

Basic Components in the IPT

Model

The information processing model has three major components, namely: sensory memory, short-
term memory, and long-term memory (Bulusan et al., 2018). The idea that information is processed
through a series of mental locations (sensory to short-term to long-term memory “stores” is known as the
stores model, a three-stage concept of memory developed by Richard Atkinson and Richard Shiffrin
(1968).

Elaboration

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 Source: https://www.learnupon.com/blog/what-is-information-processing-theory/

Sensory Memory

Sensory memory is the state in which the stimuli sensed (heard, seen, touched, smelled, tasted)
are temporarily held in mere seconds for the information to be processed further. A person is presented a
lot of stimuli at a given time, the sensory memory serves as a filter on what to focus on. Unattended
stimuli are forgotten. The information the person gave attention to is transferred to the short-term
memory.

Capacity our mind receives great amount of information but

it is more than what our minds can hold or
perceive

Duration 1-3 seconds

Short-Term Memory
(STM)
Short-term memory is called “working memory” because it serves as a temporary memory while
the information is given further processing before it is transferred to long term memory. Before the
information is transferred to long-term memory, there are two strategies involved: rehearsal and
elaboration.

Maintenance rehearsal involves repetition to keep the information

active in the STM. The use of ABC songs and number songs serve as
rehearsal strategies among children.
Meanwhile, elaborative rehearsal is the process of relating the new
information to what is already known and stored in the long-term
memory to make the new information more significant (Bulusan et
al., 2018).

Some elaboration methods are:

 organization – classifying and grouping bits of information into “chunks”

(chunking). Memorizing a mobile number by grouping the 11 digits into sets
like xxxx-yyy-zzzz is an example.

 mnemonic devices – acronyms, association techniques, etc.

For instance, learners are taught the acronym “ROYGBIV” to recall the
rainbow colors. To differentiate stalactite and stalagmite, learners are taught
that “g” in stalagmite is for ground, while “c” in stalactite is for ceiling.
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 imagery – involves creating meaningful visual, auditory, or kinesthetic
images of the information (Schunk, 2012).
Example is associating that the left hand on the waist illustrates “less than”
while the right hand indicates “greater than”.
Information that is not rehearsed and maintained in the short-term memory is forgotten.

Capacity 5-9 “chunks” of information (7 ± 2)

Duration 18 seconds

Long-Term Memory
(LTM)

Long-term memory is the final and permanent storehouse of information transferred from STM. It holds
the stored information until needed again. Varied contents of information are stored, namely: semantic
memory, episodic memory, and procedural memory.

Type of memory Main features Example

Episodic Memory for life events or Remembering your most embarrassing
episodes moment

Semantic Memory for knowledge and facts Remembering the date of the Great Fire of
London

Procedural Memory for skills or procedures Sitting down at a computer and

remembering
how to type

Capacity unlimited capacity

Duration indefinite

Forgetting

Forgetting is the inability to retrieve or access information when needed (Lucas & Corpuz, 2014).
There are two main ways in which forgetting likely occurs (Lucas & Corpuz, 2014; Bulusan et al, 2018):

Time decay. Unused information decays and is forgotten.

Interference. It is the process that occurs when remembering certain information hampered by
the presence of other information. In the STM for example, as rehearsal and maintenance
activities are made, incoming new information interferes.

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Application
Cite a teaching implication of the information process given in the table below. One is done for you.

Process Teaching Implication/s

1. Information is received through the 1.1 Be sure that the learners’ senses are functioning
senses. well.

1.2

2. If information is not relevant, it decays, 2.1

2.2

3. If information goes to the STM and if 3.1

given attention and is found to be
relevant, it is sent to the LTM.
3.2

4. If information is not properly encoded, 4.1

forgetting occurs.

4.2

5. There are methods/strategies to increase 5.1

retrieval of information when needed

5.2

Your table will be rated based on the rubric below.

Rubric for Table Completion
Poor Fair Good Excellent Points
Criteria (1) (2) (3) (4) Given
Table Completion
Less than 1/2 of
At least 1/2 of the The entire table
(How much of the table the table was 3/4 of the table
table was was completed.
was completed?) completed. was completed.
completed.

Accuracy
Less than 1/2 of At least 1/2 of the 3/4 of the table The entire table
(How much of the table the table was done table was done was done was done
was done right?) correctly. correctly. correctly. correctly.

Effort Minimal effort was Some effort was Good effort was Outstanding
given. The student made, The made and the work, the student
(The student worked at should try harder. student just did student met my should be proud
23
 what level of their
ability?) enough work. expectations. of their effort!

TOTAL
Source: https://www.rcampus.com/rubricshowc.cfm?code=SX34C4X&sp=yes&

References:
Books
Bulusan, F., Raquepo, M.R., Balmeo, M.L., & Gutierrez, J.C. (2018). Facilitating learner-centered teaching. Rex
Book Store, Inc.
Corpuz, B., Lucas, M.R., Borabo, H., & Lucido, P. (2018). The Child and Adolescent Learners and Learning
Principles. Cubao, Quezon City, Metro Manila: Lorimar Publishing. ISBN:978-621-8035-48-5
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and Adolescent Development:
Looking at Learners at Different Life Stages. Lorimar Publishing, Inc.

E-Books
Beckett, C & Taylor, H. (2016). Human Growth and Development (3rd ed.). SAGE Publications, Inc.
Broderick, P.C. & Blewitt, P. (2015) The Life Span: Human Development for Helping Professionals (4th ed.).
Pearson Education, Inc.
Gillibrand, R., Lam, V., & O’Donnell, V.L. (2016). Developmental Psychology (2nd ed.). Pearson Education
Limited.
Levine, L.E. & Munch, J. (2016). Child Development from Infancy to Adolescence: An Active Learning
Approach. SAGE Publications, Inc.
Ormrod, J.E., Andermamn, E.M., & Anderman, L. (2017). Educational Psychology: Developing Learners (9th
ed.). Pearson Education Limited.
Rathus, S.A. (2017). Childhood and Adolescence: Voyages in Development (6th ed.). Cengage Learning.
Santrock, J.W. (2011). Educational Psychology (5th ed.). McGraw-Hill.

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JUDE A. DUARTE, DPA

University President

Leyte Normal University Hymn

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