Information Processing

Objectives/Learning Outcomes:

 described the processes involved in acquiring, storing and retrieving knowledge; and
 cite educational 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-learning process.

Analysis

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

2. In what ways do or cognitive processes differ from the functioning of the computer?

3. Can a computer perform all our cognitive processes?

Abstraction/Generalization

Information Processing Theory

Relating how the mind and the computer work is a powerful analogy. 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.

Cognitive psychologists believe that cognitive processes influence the nature of what is learned.
They considered learning as largely an internal process, not an external behavior change. They look into
how we receive, perceive, store and retrieve information. They believe that how a person thinks about
and interprets what he receives shape what he will learn. All these notions comprise what is called the
information processing theory.

IPT describes how the learner receives information from the environment through the senses an
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. Certain factors would also
determine whether the information will be retrieved or remembered when the learner needs it.

Types of KNOWLEDGE

o Gender vs. Specific. Useful in many tasks, or only in one.

o Declarative. Factual knowledge. They may be form of a word or an image.
o Procedural. How to do things.
o Episodic. Memories of life events.
o Conditional. Knowing when and why. 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. 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.}.

Primary stages in IPT are:

 Encoding- information is sensed, perceive 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.

Main Stages in the Memory Process:

1. Sensory Register

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

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 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 learner is interested in the
material; when there is conscious control over attention, or when information involves
novelty, surprise, salience, and distinctiveness.
Before information 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 information is coming in an
uninterpreted patterns of stimuli. Once it is perceived, we can categorized, 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 Memory)

 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.
Duration: Around 18 seconds or less.
To reduce the loss of information in 18 seconds, you need to do maintenance rehearsal.

Long-Term Memory LTM

The LTM is the final or permanent storing house for memory information.

Capacity: unlimited capacity.

Duration: indefinite.

Executive Control Process

The executive control processes involve the executive processor or what is referred to
metacognitive skills. These processes guide the flow of information through the system, help the learner
make informed decisions about how to categorize, organize or interpret information.

Forgetting

It is the inability to retrieve or access information when needed.

Two main ways:

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.

Methods in Increasing Retrieval of Information

 Rehearsal- This repeating information verbatim, either mentally or aloud.

 Meaningful Learning- these 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 new information based on what is
already knows. It is connecting new info with old to gain meaning.
 Visual Imagery- This means forming ‘pictures’ of the information.
 Generation- Things we ‘produce’ are easier to remember than things what 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 ‘list’ more 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.