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 is has strong implications on the teaching
learning process.

OBJECTIVE

The following learning outcome:

Describe the processes involved in acquiring, storing and retrieving knowledge.

Cite educational implications of the theory on information processing.

CONTENT

Information Processing
Theory

Types of Knowledge Stages Executive

Control Processes

General / Specific General / Specific

Declarative General / Specific

Procedural General / Specific

Episodic

Conditional

Information Processing Theory

 Relating how the mind and 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 computer solve problems through processes to that of the human mind.
Read on to know more about IPT.

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
(as behaviorist theorist thought). They look into how we receive, perceive, store and retrieve
information. They believe that how person thinks about and interprets what he/ she receives
shape what he / she will learn. All these nations comprise what is called the information
processing theory.

IPT describes how the learner receives information (stimuli) from the environment
through the senses and what take 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. Let us go into the details.

We first consider the types of knowledge that the learner may receive.

Types of Knowledge

General vs. Specific. This involves whether the knowledge is used 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 the form of a word or an image. Examples are you name, address, a
nursery rhyme, the definition of IPT, or even the face of your crush.
Procedural. This includes knowledge on how to do things. Examples include making a
lesson plan, baking a cake, or getting the least common denominator.
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 IPT are:

 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.

What made IPT plausible is the notion that cognitive processes could be described in a
stage-like model. The stages to processing follow a trail along which information is taken into
the memory system, and brought back (recalled) when needed. Most theories of the information
processing revolve around the three main stages in the memory process:

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 1 to 3 seconds.
There is difference in duration based on modality: auditory memory is m ore 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 is perceived, it is knownprecategorical 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 as
uninterrupted patterns of stimuli. Once it is perceived, we can categorize, 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. STM maintains information for a
limited time, or until the learner has adequate resources to process the information, or
until the information is forgotten.
Duration: Around 18 seconds or less.
To reduce the loss 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)

The LTM 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 the LTM is indefinite.

Executive Control Processes

The executive control process involves the executive processor or what is referred to as
metacogntive 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.
Examples of processes are intention, rehearsals and organization.

Forgetting

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

These are two main ways in which 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.

Methods for Increasing Retrieval of Information

 Rehearsal This is repeating information verbatim, either mentally or aloud.
Meaningful Leaning This is making connections between new information and
prior knowledge.
Organization It is making connections among various pieces of information.
Info that is organized efficiency should be recalled.
Elaboration - This is adding additional ideas to new 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 This 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.

Other Memory Methods

Serial Position Effect (regency 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, page-word and association
techniques, among others.

Executive Control Processes (Including Metacognition)

 Rehearsal, Elaboration,

Maintenance Rehearsal Meaningful Learning,

Organization, Visual

Imagery, Generalization

Short Long
Sensory Term Term
Senses Memor Perception
y Memor Memor
y y

decay forgetting retrieval

The Information Processing Model

Information is received through the senses and goes to the sensory memory for a very
brief amount of time. If no found relevant, information may decay. It goes to the STM and if
given attention and is perceived and found to be relevant, it is sent to the LTM. If not properly
encoded, forgetting occurs. Different cognitive processes applied to the information will then
determine if information can be retrieved when needed later.