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INFORMATIONPROCESSING

ACP1

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27 views27 pages

INFORMATIONPROCESSING

ACP1

Uploaded by

aemiepepito
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 PPTX, PDF, TXT or read online on Scribd
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INFORMATION

PROCESSING

Prepared by:
Dignos, Rhey Ann
Malupa, Ljay
Restoles, Jennylyn
LEARNING
OBJECTIVES:
1. Desscribe the processes involved in
acquiring, storing and retrieving knowledge.
2. Cite educational implications of the theory
on information processing.
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. CANA COMPUTER PERFORM ALL OUR COGNITIVE PROCESSES?
EXPLAIN YOUR ANSWER.
INFORMATION PROCESSING
THEORY
INFORMATION PROCESSING
THEORY
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.
INFORMATION PROCESSING
THEORY
In fact, those who program and design
computers aims to make computers solve
problems through processes similar to that
of the human mind.
INFORMATION PROCESSING
THEORY
 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.
INFORMATION PROCESSING
THEORY
 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.
TYPES OF
KNOWLEDGE
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.
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.)
THREE PRIMARY STAGES IN
IPT
 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,


SENSORY REGISTER
 CAPACITY: Our mind recieves 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
*There briefin- duration
is difference in the order of 1on
based tomodality:
3 seconds.auditory
memory is more persistent than visuals.
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 learner


is interested in the material, when there is conscious control
over attention, or when information involves novelty,
surprise, salience, and distinctiveness.
THE ROLE OF
ATTENTION

 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.
SHORT TERM MEMORY (STM OR
WORKING MEMORY)
 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.
SHORT TERM MEMORY (STM OR
WORKING MEMORY)

 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 (LTM)

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
EXECUTIVE CONTROL
PROCESS
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.
FORGETTIN
GForgetting 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'
METHODS FOR INCREASING RETRIEVAL OF
INFORMATION

 Rehearsal- This is repeating information

verbatim, either mentally or aloud Meaningful


Learning- This is making connections between
new information and prior knowledge
METHODS FOR INCREASING RETRIEVAL OF
INFORMATION

 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
METHODS FOR INCREASING RETRIEVAL OF
INFORMATION

 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
OTHER MEMORY
METHODS
 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
OTHER MEMORY METHODS

 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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