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Information Processing Theory

Information processing theory views learning as a series of steps where information is acquired, stored, and recalled. It became popular as it focuses on the learner and how they process information, unlike behaviorism. The model of information processing includes sensory registration, attention, short and long-term memory storage and retrieval. Factors like meaningful learning, practice, and cues aid recall while interference and lack of practice can lead to forgetting. Developmentally, children's memory skills improve as they progress from encoding to relating new concepts to prior knowledge.

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263 views

Information Processing Theory

Information processing theory views learning as a series of steps where information is acquired, stored, and recalled. It became popular as it focuses on the learner and how they process information, unlike behaviorism. The model of information processing includes sensory registration, attention, short and long-term memory storage and retrieval. Factors like meaningful learning, practice, and cues aid recall while interference and lack of practice can lead to forgetting. Developmentally, children's memory skills improve as they progress from encoding to relating new concepts to prior knowledge.

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InformationProcessing

Theory
Aleigha Simerly
Project #1

Information processing
theory is
O An area of study that seeks people to

understand how people acquire,


store, and recall information and how
their current knowledge guides and
determines what and how they learn.
(McCown & Snowman 2015)

Why did information


processing become popular?
O The nature of the learner

became important
O It was ignored in

Behaviorism.
O Behaviorism is operant
conditioning. This means
that organisms learn to
operate on their
environment; they
obtain or avoid a
particular consequence.
(McCown & Snowman
2015)

The View of Learning


O 1. Information is processed in steps (or

stages).
O Major steps are stored in memory by comparing it to

other information, mental representation, or assigning


meaning to it.
O Grasp information at different stages throughout their
development
O 2. Limited on information that is processed at

each stage.
O Acquire information gradually

O 3. Interactive system.
O Seeing what prior experiences have taught us to see

and see what affects what we know.

Model of Information
Processing

Breakdown of model
O 1. Recording the

experiences you have


had in the environment
and placing them in
the sensory register;
while placed here we
are trying to decided if
we want to hold onto
the information longer
or if we can allow
ourselves to let it go.

O 2. Recognition-

associating the
stimuli with info
that is already
stored; making
use of all sources
of information

Breakdown of
model(continued)
O 3. Attention: focusing

on a portion of
currently available
information
O 4. Moving the info to
the short term
memory; its held for
nearly 20 seconds!
O Place where we

encode, organize, and


retrieve information

O 5. Rehearsal: purpose is

to store info for later


use.
O Maintenance rehearsal:

hold info for immediate


use- no effect on longterm memory storage
O Elaborative rehearsal:
use stored information
to aid in learningbased
on organization(grouped
together and rehearsed
as a set) and
meaningfulness (related
to similar experiences)

Breakdown of model
(continued)
O 6. Long-term memory: permanent

storehouse of unlimited capacity


O Organized into schemata; this

interrelates the different information


O If schemata is well-formed,

comprehension occurs.
O If it is poorly structured, learning is
slow and uncertain.

Why do we forget?
O Inability to retrieve

information that we
have learned
previously
O Common experiences
include not recalling
what we learned in
the first place
O Attention/motivation
problem, not
forgetting

O Inadequate

Consolidation
O Material was not what

we learned in the first


place
O Cram studying is a
common example
O Distributed practice
allows students to
study and restudy
smaller amounts of
info at regular amounts
of time

O Nonmeaningful

Learning: info is
different from what
we have learned to
connect it with other
schemes
O Few Opportunities for
Retrieval: not taking
enough tests as
youre learning
material
O Help give you

feedback about how


youre learning and
recalling what you
have learned

O Interference from

Other Material:
learning so much at
one time makes it
hard to come up with
the right response
O Lack of Retrieval
Cues: encoding
specificity principle,
which means the
retrieval is more
successful when the
material was first
present at original
encoding

Development in Childrens
Memory Skills
O Early middle school grades:
O Children capable of coming up with their own

techniques
O Organizing items, linking information to previous

experiences, naming items, etc.


O Ability to keep track of their own memory

techniques
O Middle School Children:
O Know more meanings of concepts and how to
relate themelaboration
O Coding information, storing it in their memory, and
retrieving it later

How will I use this in my


classroom?
O Capturing the students attention
O Rules will be posted on the wall in

different colors to get their attention


O Color coding the lessons on the board and
emphasizing the words that should be
associated together in the same color
O I will also try to increase their attention
span throughout every lesson.
O The more opportunity I give them to

increase, the better their attention will


become.

O Encouraging the students to relate to

information we have previously learned.


O Allowing them to put the two ideas together

and tell me how they are related


O Combine previous material to larger

concepts
O They will have less information to learn if we

are continuously tying lessons together from


the past.
O Incorporating visuals with the information

that we are learning


O Making drawings and diagrams will allow

students to come up with their own ways of


perceiving the information that we are
learning.

References:
O McCown, R., & Snowman, J. (2015).

Information-Processing Theory. In
Psychology Applied to Teaching (14th
ed., pp. 263-293). Stamford:
Cengage Learning.

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