Information Processing Theory

Information
Processing Theory
Information Processing
Theory
• characterizes thinking as the
environment providing input of data,
which is then transformed by our
senses
• cognitive approach to understanding
how the human mind ‍‍transforms‍‍
sensory information
• focus more on internal processes
between stimuli and responses
Attention
• the concentration of awareness on
some facts to the exclusion of other
stimuli
• refer to a limited human resource
expended to accomplish one’s goals
and to mobilize and maintain
cognitive processes
• describes general limitation on the
entire human information processing
system
Perception
• the ability to see, hear, or become
aware of something through the
senses
• pattern recognition
• refers to attaching meaning to
environmental inputs received
through the senses
Short – Term Memory
• also known as primary, working or
active memory
• the capacity for holding a small
amount of information in mind in an
active, readily available state for
a short period of time
Long – Term Memory
• refers to the storage of information
over an extended period
• the unlimited capacity memory store
that can hold information over
lengthy periods of time.
Views of Attention
• refer to a limited human resource
expended to accomplish one’s goals
and to mobilize and maintain
cognitive processes
• describes a general limitation on the
entire human information processing
system
Theories of Attention
filter (bottleneck) theory
• suggests that individuals have a
limited amount of attention
resources that they can use at one
time
• information and stimuli are 'filtered'
somehow so that only the most
salient and important information is
perceived
Theories of Attention
feature integration theory
• perceptual and attention theory that
explains how an individual combines
pieces of observable information
about an object in order to form a
complete perception of the object
• focuses on the visual search
component of stimuli perception
Attention and Learning
Attention is the process of prioritizing and
applying information and concepts
+
Learning is the process of memorization,
integration and application of new
information and concepts
_______________________________
involves distribution of energy,
priorities, and decision making once
information is absorbed
• If there is an attention deficit, the
brain fails to prioritize information
and the student will be unable to
apply concepts learned in school
Two possible deficits:
1) Lacking the ability to absorb

information in the first place
2) Absorb the information but having

no ability to apply it
Short – Term Long – Term
Memory Memory
Capacity limited capacity store
unlimited
amounts of
information
indefinitely
Duration information can duration
be lost with might be a
distraction or few minutes
passage of time or a lifetime
Short – Term Long – Term
Memory Memory
Component information is long-term

Processes usually stored in memory,
short-term information is
memory in primarily
terms of the stored in
physical terms of its
qualities of the meaning or
experience — semantic
such as what we codes
see, do, taste,
touch or hear
Memory Process
Major Factors that Influence
Encoding
Encoding
• various processes by which
information is transformed into a
memory representation
• process of breaking the information
down into a form we understand
Encoding
• Organization
• Elaboration
• Schema Structures
Encoding
Organization
• well organized material improves
ones memory
• it enables the children and adult
to predetermine information
better
Encoding
Different Ways of Organizing Ma

1. use of hierarchy
2. use of mnemonic techniques
Encoding
Elaboration
• process of expanding upon new
information by adding to it or linking
it to what one knows
• assist encoding and retrieval because
they link the to-be-remembered
information with other knowledge
Encoding
Schema
• structure that organizes large
amounts of information into a
meaningful system
• assist encoding because the
elaborate new material into a
meaningful structure
Retrieval
Retrieval
• process of getting and bringing back
something
• process in which information in your
memory can be recalled
• refers to the subsequent re-accessing of
events or information from the past, which
have been previously encoded and stored
in the brain
Retrieval
INSERT DIAGRAM HERE:
*Two Main Types of Memory
Retrieval:
1.recall
2.recognition
Retrieval
Recall - the information must
retrieved from memories
Recognition - the presentation of a

familiar outside stimulus provides a
cue that the information has been
seen before
Retrieval
• how long it has been since the last
time you retrieved the memory
• what other information you have

learned in the meantime
Forgetting
Forgetting
• refers to the loss of information from
memory or to the inability to access
information
Forgetting
Forgetting information from:
• short term memory (STM) can be

explained using the theories of trace
decay and displacement
• long term memory (LTM) can be

explained using the theories of
interference and lack of consolidation
Forgetting
Trace Decay Theory of Forgetting
• This theory suggests short term
memory can only hold information
for between 15 and 30 seconds
unless it is rehearsed. After this time
the information / trace decays and
fades away
Forgetting
Displacement
• This theory states that when short
term memory is full, new information
displaces or pushes out old
information and takes its place. The
old information which is displaced is
forgotten in STM
Forgetting
Interference Theory
• Interference theory states that
forgetting occurs because memories
interfere with and disrupt one
another
• forgetting occurs because of
interference from other memories
Forgetting
There are two ways in which interference
can cause forgetting:
1.Proactive interference (pro=forward)

occurs when you cannot learn a new task
because of an old task that had been
learnt.
2. Retroactive interference
(retro=backward) occurs when you forget
a previously learnt task due to the
learning of a new task.
Forgetting
Lack of consolidation
• consolidation process is the period
when information is moved from
short term memory to the more
permanent long term memory
• consolidation process is impaired if
there is damage to the hippocampus
(a region of the brain)
Instructional Applications
Three instructional applications
that reflect information
processing principles:
• advance organizers
• the conditions of learning
• cognitive load
Advance Organizers
• direct learners’ attention to
important concepts to be learned,
highlight relationships among ideas,
and link new material to what
students know
The Conditions of Learning
• the circumstances that prevail when
learning occurs
Two steps involves in the
conditions of learning
• specify the type of learning outcome
• determine the events of learning
Types of Learning Outcome (Gagne 1985)
Events of Learning
Cognitive Load
• the demands on the information
processing system
• refers to the total amount of mental
effort being used in the working
memory
INSERT DIAGRAM HERE:
*Cognitive Load
Intrinsic cognitive load
Extrinsic cognitive load
Germane cognitive load
Intrinsic cognitive load
• the inherent level of difficulty
associated with a specific
instructional topic
Extrinsic cognitive load
• generated by the manner in which
information is presented to learners
and is under the control of
instructional designers
Germane cognitive load
• load devoted to the processing,
construction and automation of
schemas

Information Processing Theory

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Information

1) Lacking the ability to absorb

2) Absorb the information but having

Component information is long-term

Different Ways of Organizing Ma

Recognition - the presentation of a

• what other information you have

• short term memory (STM) can be

• long term memory (LTM) can be

1.Proactive interference (pro=forward)

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