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25 views21 pages

Information

Uploaded by

ana marcelo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 10

INFORMATION
PROCESSING
Theory
By: Ana Marie Marcelo
Vincent Lanaria
OBJECTIVES:

• Describe the processes involved in acquiring, storing and


retrieving knowledge.
• Cite educational implications of the theory on information
processing.
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 has strong
implication on the teaching-learning process.
Computer Human Brain
Information Processing Theory

Types of Knowledge Stages


Executive Control Processes

General / Specific Encoding

Declarative

Storage
Procedural

Episodic
Retrieval
Conditional
• 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 a behaviorist theorist thought). They
look into how we recieve, percieve, store and retrieve
information . They believe that how a person thinks about
and interprets what He/She receives shape what he/she
will learn. All these notions comprise what is called the
information process theory.
Information Processing Theory describes how the learner
recieves information(stimuli) from the environment through
the senses and what takes place in between determines
wether 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 wether
the information will be retrieved or remembered when the
learner needs it.
Primary Stages in Information Processing Theory

• Encoding- information is sensed, percieved and attended


to.
• Storage- The information is stored for either a breif 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.
3 Main Stages in the memory process

1. SENSORY REGISTER- the first step in the IP


model holds all sensory information for a very breif
time.
• Capacity- our mind recieves a great amount of
information but it is more than what our minds can hold or
percieve.

• Duration- the sensory register only holds the information


for an extremely brief period - in the order of 1-3 seconds.
There is difference in duration
based on modality: auditory
memory is more persistent than
visual.
2. Role of Attention
• To bring information into conciousness, it is necessary
that we give attention to it. Such that, we can only
percieve 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
concious control over attention, or when information
involves novelty, surprise, salience, and distinctiveness.
• Before information is percieved, it is known as a
“precategorical” information. this means that until
that point, the learner has not established a
determination of the categoral membership of the
information. to this point, the information is coming
in as uninterpreted patterns of stimuli. if we fail to
percieve, we have no means by which to recognize
that the stimulus was ever encountered
3. SHORT-TERM MEMORY (STM OR WORKING MEMORY)

• Capacity: can hold 5-9 “chunks” of information.


• it is called working memory because it is where new
information is temporarily placed while is mentally
processed.
• STM maintains information for a limited time, until the
learner has adequate resources to process the
information, or until the information is forgatten.
• Duration: Around 18 seconds or
less.
• to reduce the loss of information
in 18seconds, you need to do
maintenance rehearsal. it is using
repetition to keep the information
active in STM.
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: is Indefinite
EXECUTIVE CONTROL PROCESSES
• The executive control processes involve the
executive processor or what is reffered to as
metacognitive 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.
FORGETTING
• Forgetting is the inability to retrieve or access information
when needed.

There are two main ways in which forgetting likely occurs:


a) Decay- Information is not attendedto, and eventually
“fades” away. Very prevalent in working memory.
b) Interferance- 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 Learning- This is making connections between new
information and prior knowledge.
• Organization- It is making connections among various pieces of
information. Info that is organized efficiently 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 Imaginary- This means forming a
“picture” of the information.
• Generation- Things we “produce” are easier to
remember than things we “hear’.
• Context- Remembering the situations helps
recover the information.
• Personalization- It is making the information
relevant to the individual.
Other Memory Methods
• Serial Position Effect (recency 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, peg-word and association techniques, among
others.

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