MODULE 10
INFORMATION PROCESSING
PREPARED BY:
CALAY, STEPHANIE D.
INFORMATION PROCESSING
• is a cognitive theoretical framework that focuses on how
knowledge enters and is stored in and is retrieved from
our memory.
• 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
• Cognitive psychologists believe that cognitive processes influence the
nature of what is learned.
• They consider 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 s/he
receives shape what s/he 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
INFORMATION PROCESSING THEORY
TYPES OF KNOWLEDGE
• GENERAL VS. SPECIFIC - INVOLVES WHETHER
THEKNOWLEDGE IS USEFUL IN MANY TASKS OR ONLY
ONE.
• DECLARATIVE - FACTUAL KNOWLEDGE
• PROCEDURAL - HOW TO DO THINGS
• EPISODIC - LIFE EVENTS
• CONDITIONAL - WHEN AND WHY KNOWLEDGE
3 PRIMARY STAGES TYPES IN IPT
ENCODING - SENSED, PERCEIVED AND ATTENDED TO
STORAGE-STORED
RETRIEVAL-REACTIVATED
STAGES IN MEMORY PROCESS
SENSORY REGISTER
• Hold 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.
THE ROLE OF ATTENTION
WE CAN ONLY PERCEIVE AND REMEMBER LATER
THOSE THINGS THAT PASS THROUGH OUR ATTENTION
"GATE"ATTENTIONAL FILTER-INVOLVES SURPRISE,
SALIENCE, AND DESTINCTIVENESSPRECATEGORICAL
INFORMATION BEFORE INFORMATION ISPERCEIVED:
UNINTERPRETED PATTERNS OF STIMULI
SHORT-TERM MEMORY (STM)
STM FUNCTIONS AS A TEMPORARY WORKING MEMORY,
WHEREBY FURTHER PROCESSING IS CARRIED OUT TO MAKE
INFORMATION READY FOR LONG-TERM STORAGE OR FOR A
[Link] MEMORY HOLDS INFORMATION FOR A
LIMITED AMOUNT OF TIME AND HOLDS A LIMITED AMOUNT OF
[Link] INFORMATION ISPROCESSED AND PROBLEM
SOLVING OCCURS: THE WORKING MEMORY USUALLY ONLY
PROCESSES THINGS FOR A SHORT PERIOD OF TIME.
7 ± 2 Rule
CHUNKING INFORMATION AIDS MEMORY BY BREAKING IT DOWN
INTO MANAGEABLE SIZE
SIZE OF EACH CHUNK UNIT CAN VARY
EXAMPLE, 7323545254 VS 732-354-5254EXPERTS HAVE
DEVELOPED CHUNKS (SCHEMAS) OF INFORMATION THAT ALLOW
THEM TO BETTER HANDLE COMPLEXITY BY RECOGNIZING
PATTERNS
INSTRUCTORS MUST CHUNK INFORMATION TO FACILITATE
LEARNING
Long-term Memory ( LTM)
WHERE THE INFORMATION REMEMBERED OVER TIME 15 KEPT THERE AREM
ANYWAYS THAT INFORMATION IS MOVED FROM WORKING MEMORY INTO
LONG TERM MEMORY.
REPRESENTS OUR PERMANENT STOREHOUSE OF INFORMATION, CAPABLE OF
RETAINING AN UNLIMITED AMOUNT AND VARIETY OF INFORMATION.
FORGETTING
INABILITY TO RETRIEVE OR ACCESS INFORMATION WHEN NEEDED.
• DECAY
• INTERFERENCE
METHODS OF INCREASING RETRIEVAL OF INFORMATION
• REHEARSAL - REPEATING INFO-VERBATIM MENTALLY OR ALOUD
• MEANINGFUL LEARNING - MAKING CONNECTIONS BETWEEN NEW AND
PRIOR KNOWLEDGE
• ORGANIZATION - MAKING CONNECTIONS-VARIOUS PIECES OF KNOWLEDGE
• ELABORATION - ADDING AND CONNECTING NEW INFO WITH OLD TO GAIN
KNOWLEDGE
• VISUAL IMAGERY - FORMING A PICTURE OF THE INFORMATION
• GENERATION - THINGS WE PRODUCE ARE EASIER THAN THOSE WE HEAR
• CONTEXT - REMEMBERING THE SITUATION
• PERSONALIZATION - MAKING THE INFORMATION RELEVANT
OTHER MEMORY METHODS
SERIAL POSITION EFFECT - RECENCY AND PRIMACY
PART LEARNING - BREAK-UP THE "LIST" AND "CHUNK
DISTRIBUTED PRACTICE - BREAK UP LEARNING SESSIONS INSTEAD
OF CRAMMMING (MASSED PRACTICE)
MNEMONIC AIDS - ACRONYMS, PEG-WORD, SENTENCE
CONSTRUCTION