THE

INFORMATION
PROCESSING
 Nature of Information
01 Processing Theory

Information
02 Processing Theory

Types of
03 Knowledge

Stages in the
04 Information
Processing Theory
THE Most Theories of

INFORMATIO 05 Information Processing

revolve around the
three main stages in the

N memory process

The Role of
06
PROCESSING Attention
 In this Module, challenge yourself
to:

 Describe the processes involved in acquiring,

storing, and retrieving knowledge.

 Cite educational implication of the theory in

information processing.
 Is a cognitive theoritical framework
that focuses on how knowledge enters
and is stored in and is retrieved from
our memory.

Information It is one of the most significant

cognitive theories in the last century
processing and it has strong implications on the
teaching - learning process.
 NATURE OF INFORMATION
PROCESSING
Developed by American psychologist George A.
Miller, the Information Processing Theory (IPT)of
cognitive development pertains to the study and
Title
analysis of what occurs in a person’s mind as he or
she receives a bit of information (1956)

Other theorists enhanced Miller’s theory, although

theories that followed share common assumption.
GEORGE A. MILLER
(1920 - 2012)
 INFORMATION
PROCESSING THEORY
 TYPES OF
KNOWLEDGE

GENERAL vs.
SPECIFIC

DECLARATIVE PROCEDURAL

EPISODIC CONDITIONAL
 GENERAL vs. SPECIFIC DECLARATIVE
- This refers to factual knowledge. that
- This involves whether the
relate to the nature of how things are.
knowledge is useful in many They may be in the form of a word or an
tasks, or only in one. image. examples are your name, address,
a nursery rhyme, the definitiof IPT.

PROCEDURAL
- This includes knowledge on
how to do things. examples,
include making a lesson plan,
or baking a cake.
CONDITIONAL
- This is about “knowing
when and why” to apply
declarative or procedural
EPISODIC
- This includes memories of life events, like
your high school graduation.
 stages in the information
processing theory

The stages of IPT involve the functioning of the senses, sensory

register, short - term memory and the long - term memory.
basically, IPT asserts three primary stages in the progression of
external information becoming incorporated into the internal
cognitive structure of choice (Schema, Concept, Script, Frame,
Mental model, etc).
 THREE (3) PRIMARY STAGES IN
INFORMATION PROCESSING THEORY

ENCODING
 information is sense, perceived and attended to.
“Three Main Ways in which information can be encoded”
1) Visual (picture)
2) Acoustic (sound)
3) Semantic (meanining)

STORAGE
- the information is stored for either a brief 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 a current task, the
true measure of effective memory.
 THE ROLE OF ATTENTION
To bring information into consciousness, it is necessary that we give attention
to it. such that, we can only perceive and remembered 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 conscious control over attention, or when
information involves novelty, surprise, salience and distinctiveness.

Before information is perceived, it is known as “precategorical” information.

 THE THREE MAIN STAGES IN THE
MEMORY PROCESS

SENSORY REGISTER the first step in the IP model holds all sensory
information for a very brief time.

CAPACITY
- our mind receives a great amount of information but it is more than what our minds can
hold or perceive.

DURATION
- the sensory register only holds the information for an extremely brief period - in the order of
1 to 13 seconds.

THERE IS A DIFFERENCE IN DURATION BASED ON MODALITY

- auditory memory is more persistent than visual.
 SHORT TERM MEMORY (STM or WORKING
MEMORY)

CAPACITY: The STM can only hold 5 to 9 “chunks” of information, sometimes described as 7+/-2.
It is called working memory because it is where new information is temporarily placed while it is
mentally processed. STM maintains information for a limkited time, until the learner has adequate
resources to process the information, or until the information is forgotten.

DURATION:
Around 18 seconds or less.

To reduce the loss of information in 18 seconds, you need to do

maintenance rehersa. It is using repition to keep the information active in
STM, like when you repeat a phone nuber just given over and over.
 LONG TERM MEMORY
(LTM)

The LTM is the final or permanent storing house of

memory information. It holds the stored information
until needed again.

 CAPACITY: LTM has unlimited capacity.

 DURATION: duration in the LTM is indefinite

EXECUTIVE CONTROL PROCESS

The Executive control Process involve the executive processor or what is reffered to as macognitive
skills. These processes guide the flow of information through the system, help the learner make
informed decision about how to categorize, organized, or interpret information. Example of processes
are attention, rehearsal and organization.
 FORGETTING

Forgetting is the inability to receive or access information when

needed. There are two main ways in which forgetting likelu occurs:

 DECAY - information is not attended to and eventually ‘fades’ away. Very

prevalent in Working Memory.

 INTERFERENCE - new or old information ‘blocks’ access to the

information in question.
 FORGETTING METHOD FOR INCREASING RETRIEVAL
OF INFORMATION

This is repeating information verbatim, either REHEARSAL 01

mentally or aloud.

02
MEANINGFUL This is making connections between new
LEARNING information and prior knowledge.

It is making connections among various pieces of

information. Info that is organized efficiently should be ORGANIZATION 03

recalled.
 This is adding additional ideas to new information based on
04 ELABORATION what one already knows. It is connecting new info with the
old to gain meaning.

VISUAL
This means forming a “picture” of the information. 05
IMAGINARY

Things we ‘produce’ are easier to remember than things

06 GENERATION we ‘hear’.

Remembering the situation helps recover CONTEXT 07

information.

It is making the information relevant to the

08 PERZONALIZATION individual.
OTHER MEMORY METHODS

1 2 3 4
SERIAL POSITION
EFFECT DISTRIBUTED MNEMONIC AIDS
PART LEARNING
(recentlyand PRACTICE
primacy)
These are the memory
you will Break up the “list” techniques that learners may
Break up learning employ to help them retain
remember the or “chunk” and retrieve information
sessions, rather
beginning and information to more effectively. This
than cramming all includes the loci techniques,
increase
end of a “list” the info in at once acronyms, sentence
memorization
more readily. (Massed Practice) construction, peg-word and
asociation techniques among
others.
EXECUTIVE CONTROL PROCESSING
(Including Metacognition)