Name Anisa Ejaz

Subject educational change and development

Date 4-12-2018
Submitted to Dr Sohaib sultan
 Information Processing Model 2018

 Information processing model

Information processing model is a framework used by cognitive psychologist to

explain the mental processes. The model provides us theory on how humans process
information. The basic idea of information processing is just like a computer rather
than behaviorist that people merely responding to stimuli. Information which gathered
from the senses (input) which is stored and process by the brain after that it
brings behavioral response which is (output).

Most notable in the inception of information processing models is Atkinson and Shriffin’s ‘stage
theory,’ presenting a sequential method, as discussed above, of input-processing-output

This model is the process of how we learn; the idea explains the process of learning is due to an
input decision making output and feedback.

The process is start when there is sort of stimuli that starts the process off it is (input) part and it
is like you listen to someone and what to do,(audio) and when you watched someone who is
performing any kind of skill is (visual), or you have to perform a task (sensory). When you are
taking decision it comes in sort of memory when memory retrieve and gathered information.

 Basic assumptions

The information processing model is based on number of assumptions, these are

1. The information is made by the environment which is processes by the processing system
(attention, perception, short-term memory).
 Information Processing Model 2018
2. These processing systems transform information in systematic way.
3. The aim is to specify the processes that underlie cognitive performance
4. Information processing in humans resembles that in computers.

The information processing models assume serial processing of stimulus inputs.

1. Serial processing effectively means one process has to be completed before the next
starts.
2. Parallel processing assumes some or all processes involved in a cognitive task(s) occur
at the same time.

 Sensory memory

The first stage of information processing model is sensory memory which provides us initial
screening and processing of stimuli. Here sensory memory deals with any information we
perceived through five senses. For example in the classroom student senses are being bothering
by different stimuli. The sensory memory interacts with all of coming stimuli and help decide
what is important and to pay attention. The sensory memory have a limited capacity and duration
and it only handle between 3-7 units and duration is 0.5-3 seconds at a time before information is
forgotten. A sensory memory is filter it just take stimuli in the environment get rid of anything
unimportant and focuses attention on information that is important.
 Information Processing Model 2018
 Example

A student is learning to read sheet music for the first time. The student begins his/her lesson in a
noisy band hall. Motivated by the student’s desire to play an instrument, the Sensory Memory
filters out information unrelated to reading the music e.g., people walking by, other instruments
playing) and focuses attention on information relevant to reading the music e.g., the lesson in
front of him/her, the teacher’s voice.

 Working memory

In first stage it is important for attention now it find its way into working memory. The working
memory provides temporary storage which is being processed. Students can easily interact with
this information being provided. Working memory has longer capacity rather than sensory
memory. It considered being on average 7-9 chunks it means that working memory is not
necessary limited to individual pieces of information.

 Example

Our brain interacts with phone numbers. We don’t think it as individual digits, but groups or
chunks of digit like 3 or 4 digits we can remember. This is the consolidation of 10 units of
information into 3 chunks of information.

 Example

When learning to read the notes of the treble clef, a student must know that the notes are
(ascending from the bottom line) E–F–G –A–B –C–D–E–F. Rather than processing all of the
notes together, the student can be directed to split the notes into two chunks, those on the line
(E–G–B–D–F) and in the spaces (F–A–C– E). Now, instead of processing the information as 9
individual units, the student can organize it as two chunks of information.

Working memory can handle 7 chunks at a time it will not stay a longer 5-15 sec it will be
forgotten. In working memory rehearsal are important to remember the things easily.
 Information Processing Model 2018
 Rehearsal are of two types maintenance and elaborative.
  Maintenance, Rehearsal is rehearsal in which a thought or an idea is repeated over and over
in order to keep it in the Working Memory. Maintenance Rehearsal is useful at keeping,
or maintaining, information in the Working Memory, but typically, information does not get
much further, and is forgotten once attention is directed elsewhere.
 Elaborative Rehearsal
With Elaborative Rehearsal, rather than just repeating information over and over, some sort of
meaning is attached to a term or piece of information. Through this process of attaching meaning
in Elaborative Rehearsal, storage of the information is much more efficient, requiring fewer
repetitions than with Maintenance Rehearsal. Generally, the goal of Rehearsal is Encoding, or
the storage of information into Long-Term Memory.

 Long term memory

Long term memory provide permanent storage of information which can later to be retrieved.
Long term memory has long capacity to store the information and having permanent duration in
it. Encoding information in long term memory does a student no good if he or she cannot access
it later. Assessing information in long term memory referred to as retrieved. Encoding cannot
retrieved with long term memory it can brought back into working memory where the
information can once again be processed.

Example

After encoding the notes of the treble clef in Long-Term Memory, the student is asked to read
the notes on the staff above. To do so, the encoded information must be retrieved from Long-
Term Memory and processed in the student’s Working Memory in order for the student to form a
response. By reviewing the information regularly, the student will, in time, become more
efficient at retrieving this information from Long-Term Memory.
 Information Processing Model 2018
 References

Atkinson, R.C., and Shiffrin, R.M. 1971, The Control of Short Term Memory Scientific
American, 225, 2, 82-92

Baddeley, A. 1986, Working Memory, (Oxford University Press, Oxford)

Barba, G. 1999. Memory, consciousness and temporality: what is retrieved and who exactly
iscontrolling the retrieval? In E. Tulving (ed.) Memory, Consciousness and the Brain.
(Psychology Press, London).

Craik, F.I.M. & Lockhart, R.S. (1972) Levels of processing: A framework for memory research,
Journal of Verbal Learning and Verbal Behavior, 11, 671-684

McLeod, S. A. (2008). Information processing. Retrieved from

https://www.simplypsychology.org/information-processing.html

Broadbent, D. (1975). The magic number seven after 15 years. In A. Kennedy and A. Wilkes
(Eds.), Studies in long term memory (3-18). New York: Wiley.

Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.),

Children’s thinking: What develops? Hillsdale, NJ: Erlbaum.

Collins, A., & Loftus, J. (1975). Spreading Activation theory of semantic processing.
Psychological Review, 82, 407-428.

Eliasmith, C. (Ed.) (2001). Memory. Dictionary of philosophy of mind. Pullman, WA:

Washington State University. Retrieved June 19, 2002, from
http://www.artsci.wustl.edu/~philos/MindDict/memory.html