INFORMATION PROCESSING THEORY

Is a group of theoretical frameworks that address how human beings receive, mentally
modify, remember information, and on how such cognitive processes changes over the
course of development.
(McDevitt &Ormrod,2004)
 THE FOUR PILLARS OF THE
INFORMATION PROCESSING MODEL
1. Thinking – The process of thinking includes the activities of perception of
external stimuli, encoding the same and storing the data so perceived and encoded
in one’s mental recesses.
2. Analysis of stimuli – this is the process by which the encoded stimuli are altered
to suit the brain’s cognition and interpretation process enable decision making.
These are four distinct sub-processes that form a favorable alliance to make the
brain arrive at a conclusion regarding the encoded stimuli it has received and kept
stored.
3. Situational Modification – This is the process by which an individual uses his
experiences, which is nothing other than a collection of stored memories, to
handle a similar situation in future. In case of certain differences in both situations,
the individual modifies the decisions they took during their previous experience to
come up with solutions for the somewhat different problem.
4. Obstacle evaluation – This steps maintains besides the subject’s individual
development level, the nature of the obstacle or problem should also be taken into
consideration while evaluating the subject’s intellectual, problem solving and
cognitive acumen. Sometimes, unnecessary and misleading information can
confuse the subject and he/she may show signs of confusion while dealing with a
situation which is similar to one he/she was exposed to before, which he/she was
able to handle.
IPT MODEL
 STAGES OF THE
INFORMATION PROCESSING THEORY

1. SENSORY MEMORY – is the store that briefly holds incoming stimuli from
the environment until they can be processed.
 TYPES OF SENSORY MEMORY
1. Iconic memory – is the visual sensory memory that holds the mental
representation of your visual stimuli.
2. Echoic memory- is the auditory sensory memory that hold information that you
hear.
3. Haptic memory- is the tactile sensory memory that holds information from
your sense of feeling.
2. SHORT-TERM MEMORY – holds information for a limited amount of time
and holds a limited amount of information.
 STM is also known as working or active memory. It holds the information you
are currently thinking about. This information will quickly be forgotten unless
you make a conscious effort to retain it.
3. Long-term Memory – where the information remembered over time is kept;
there are many ways that information is moved from working memory into long
term memory.
 LTM refers to the storage of information over an extended period. It is all the
memories you hold for periods longer than a few seconds. The information can
last in your long-term memory for hours, days, moths or even years. Although
you may forget some information after you learn it, other things will stay with
you forever.
DIVISION of LONG-TERM MEMORY
 Explicit Memory (declarative memory)
a. Episodic Memory
b. Semantic Memory
c. Autobiographical Memory
 Implicit Memory (Procedural Memory)
a. Priming
1. Explicit Memory (declarative) – includes all of the memories that are
available in consciousness. These are encoded by the hippocampus, entorhinal
cortex, and perirhinal cortex, but consolidate and stored elsewhere.
a. Episodic Memory – refers to memory for specific events in time, as
well as supporting their information and retrieval.
b. Semantic Memory – refers to knowledge about factual information,
such as the meaning of words.
- independent information such as information remembered for a test.
c. Autobiographical Memory – refers to knowledge about events and
personal experiences from an individual’s own life.
2. Implicit Memory ( Procedural Memory) – involves memories of body
movement and how to use objects in the environment.
 This type of memory is encoded and it is presumed stored by striatum and
other parts of the basal ganglia. The basal ganglia is believed to mediate
procedural memory and other brain structures and is largely independent of
the hippocampus.
 Research by Manelis and Hanson (2011) found that the reactivation of the
parietal and occipital regions was associated with implicit memory.
Procedural memory is considered non-declarative memory or unconscious
memory which includes priming and non-associative learning.
a. Priming is an implicit memory effect in which exposure to a stimulus
influences a response to a later stimulus. It can occur following perceptual,
semantic or conceptual.
Processes that keep information “alive” or help transfer it
form one memory stage to the next:
 Attention
 Rehearsal
 Chunking
 Encoding
 Retrieval
 Attention – selective attention refers to the learner’s ability to select and
process certain information while simultaneously ignoring other information.
Several factors influence attention :
 The meaning that the task or information holds for the individual.
 Similarity between competing tasks or sources of information.
 Task complexity or difficulty
 Rehearsal- is the process where information is kept in short-term memory by
mentally repeating it.
 Chunking- is the process by which one can expand his/her ability to remember
things in the short term. Chunking is also a process by which a person
organizes material into meaningful groups.
 Encoding- refers to the process of relating incoming information to concepts
and ideas already in memory in such a way that the new material is more
memorable.
 Retrieval – retrieval of information from Long-Term Memory involves bringing
to mind previously learned information, to either (a) understand some new
input or (b) make a response.
 Recall or Recognition

RECALL
- in free recall situation, learners must retrieve previously stored
information with no cues or hints to help them remember. Cued recall tasks are
those in which a hint or cue is provided to help learners remember the desired
information.
RECOGNITION
- involves a set of pre-generated stimuli (e.g. multiple-choice
questions)presented to learners for a decision or judgment.
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