Scribd
Upload
98 views

Information Processing Theory..

Information processing theory describes how information is encoded in memory through a multi-stage process. It views the human mind as operating similar to a computer, with sensory memory acting as input, short-term memory comparable to working memory, and long-term memory as the hard drive for permanent storage. Key aspects of cognitive development according to this theory include improvements in attention, memory, processing speed, organization of thinking, and metacognition as children mature.

Uploaded by

prettyhass
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
98 views

Information Processing Theory..

Information processing theory describes how information is encoded in memory through a multi-stage process. It views the human mind as operating similar to a computer, with sensory memory acting as input, short-term memory comparable to working memory, and long-term memory as the hard drive for permanent storage. Key aspects of cognitive development according to this theory include improvements in attention, memory, processing speed, organization of thinking, and metacognition as children mature.

Uploaded by

prettyhass
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Lesson 4: Information Processing Theory

Learning Compass

1. Explained the basic assumptions of information processing theory;


2. Analyzed research related to information processing theory.

Let’s Begin!

Information Processing Theory is a cognitive theory that focuses on how information is


encoded into our memory. The theory describes how our brains filter information, from what
we’re paying attention to in the present moment, to what gets stored in our short-term or
working memory and ultimately into our long-term memory.

The premise of Information Processing Theory is that creating a long-term memory is


something that happens in stages: first, we perceive something through our sensory memory,
which is everything we can see, hear, feel or taste in a given moment; our short-term memory is
what we use to remember things for very short periods, like a phone number; and long-term
memory is stored permanently in our brains.
(Lawless, 2019 ttps://courses.lumenlearning.com/edpsy/chapter/information-processing-
theories/

Walk the Extra Mile!

Developed by American psychologists, including George Miller in the 1950s, Information


Processing Theory has compared the human brain to a computer in recent years. The 'input' is
the information we give to the computer - or to our brains - while the CPU is likened to our short-
term memory, and the hard-drive is our long-term memory.

The information processing theory/approach takes the human mind as a system that
processes information. This is similar to computer programming, where the processes involved
are subject to limitations and observance of logical rules. This views development according to
cognitive competencies as derived from changes in the processes and strategies applied in the
process.

Information Processing is how individuals perceive, analyse, manipulate, use, and


remember information. Unlike Piaget’s theory, this approach proposes that cognitive
development is on-going and gradual, not organized into distinct stages. The areas of basic
cognitive changes generally occur in five areas:
 Attention. Improvements are seen in selective attention (the process by which
one focuses on one stimulus while tuning out another) and divided attention (the
ability to pay attention to two or more stimuli at the same time).
 Memory. Improvements are seen in working memory and long-term memory.
 Processing Speed. With maturation, children think more quickly. Processing
speed improves sharply between age five and middle adolescence, levels off
around age 15, and does not appear to change between late adolescence and
adulthood.
 Organization of Thinking. As children mature, they are more playful; they
approach problems with strategy, and are flexible in using different strategies in
different situations.
 Metacognition. Older children can think about thinking itself. This often involves
monitoring one's cognitive activity during the thinking process. Metacognition
provides the ability to plan, see the future consequences of an action, and
provide alternative explanations of events.

You might also like