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Information Processing Theory

The document discusses information processing theory, which views cognitive processes as involving how knowledge enters and is stored/retrieved from memory. It describes the stages of encoding, storage, and retrieval, and notes how information is processed through the senses, sensory memory, short-term memory, and long-term memory. Executive control processes like attention, rehearsal, and organization guide how information flows through the system.

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Jhon Dave Nemenzo Bayon-on
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4K views21 pages

Information Processing Theory

The document discusses information processing theory, which views cognitive processes as involving how knowledge enters and is stored/retrieved from memory. It describes the stages of encoding, storage, and retrieval, and notes how information is processed through the senses, sensory memory, short-term memory, and long-term memory. Executive control processes like attention, rehearsal, and organization guide how information flows through the system.

Uploaded by

Jhon Dave Nemenzo Bayon-on
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DISCUSSION QUESTIONS

1. IN WHAT WAYS ARE OUR COGNITIVE PROCESSES LIKE THE


FUNCTIONING OF A COMPUTER.

2. IN WHAT WAYS DO OUR COGNITIVE PROCESSES DIFFER FROM THE


FUNCTIONING OF THE COMPUTERS

3. CAN A COMPUTER PERFORM ALL OUR COGNITIVE PROCESSES?


EXPLAIN YOUR ANSWER.
ff
INFORMATION
PROCESSING THEORY

TYPES OF STAGES EXECUTIVE


KNOWLEDGE CONTROL PROCESS

GENERAL/SPECIFIC ENCODING

DECLARATIVE
STORAGE

PROCEDURAL
RETRIEVAL
EPISODIC

CONDITIONAL
Information processing is a cognitive theoretical
framework that focuses on how knowledge enters and is
stored and 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 learning
process.
In fact, those who program and design
computers aims to make computers solve
problems through processes similar to that of
the human mind.
 Cognitive psychologist believe that cognitive
processes influence the nature what is
learned.
 They believe that how a person thinks about
and interprets what she/he receives shapes
what he/she will learn.
 So, IPT describes how the learner receives
information (stimuli) from the environment through
the senses and what takes place in between
determines whether the information will continue to
pass through the sensory register, then the short
term memory and the long term memory.
GENERAL VS. SPECIFIC: This involves whether the
knowledge is useful 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 form of a word or
an image.
PROCEDURAL: This includes knowledge on how to do things.
EPISODIC : This includes memories of life events.
CONDITIONAL: This is about “ knowing when and why” to
apply declarative or procedural strategies.
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.)
 ENCODING – Information is sensed, perceived
and attended to.
 STORAGE – The information 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.
CAPACITY : Our mind receives a great amount of
information but it is more than what our minds can hold
or perceive.

DURATION : The sensory register only holds the


information for an extremely brief – in the order of 1 to 3
seconds.
• There is difference in duration based on modality:
auditory memory is more persistent than visuals.
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 learner is
interested in the material, when there is conscious 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 established a
determination of the categorical membership of information.
Capacity : The STM can only hold 5-9"chunks" of information sometimes descripted as
7+/-2. It is called working memory because it is where new information is temporarily
placed while it is mentally processed. STM maintain information for a limited time, until
the learner has a adequate resources to process information until 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 number just given over and over.
Long term memory 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 LTM is indefinite


The Executive Control Processes involve the executive
processor or what is referred as metacognitive skills .these
processes guide the flow of information through the system
,help the learners make informed decision. About how to
categorize ,organize ,or interpret information .Example
processes are attention ,rehearsals, and organization .
Forgetting is the inability to retrieve or access
information when needed . .
 there are two main ways in forgetting likely occurs:

 Decay- information is not attended to, and eventually


`fades' away .very prevalent in working memory .

 Interference -new or old information 'blocks' access to the


information in question
Rehearsal- This is repeating information verbatim, either
mentally 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 is organized efficiently
should be recalled
Elaboration- This is adding additional ideas to nee
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
Serial Position Effects (recency and primacy)-
You will remember the beginning and end of 'list'
most readily
Part Learning- Break up the 'list', or "chunk"
information to increase memorization
Distributed Practice- Break up learning 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.
EXECUTIVE CONTROL PROCESSES ( INCLUDING METACOGNITION)

Rehearsal, Elaboration,
MAINTENANCE REHEARSAL Meaningful Learning,
Organization, Visual Imagery,
Generalization.

SENSORY SHORT LONG


SENSES PERCEPTION TERM TERM
MEMORY
MEMORY MEMORY

DECAY FORGETTING RETRIEVAL

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