I N F O R M AT I O N

P R O C E S S I N G T H E O RY
Presented by ANEETA ALEX B
R0LL NO 9
1ST YEAR
 1. INTRODUCTION
2. STAGES OF INFORMATION
PROCESSING THEORY
3. STRATEGIES FOR
ENHANCING INFORMATION
PROCESSING THEORY
CONTENT
4. APPLICATION
5. LIMITATIONS
6. CONCLUSION

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INTRODUCTION

Information Processing Theory, a cognitive framework developed by American

psychologists George A. Miller and Richard Shiffrin in the 1960s, explains
how the human mind processes, stores, and retrieves information.

This theory suggests that our cognitive abilities are based on the interaction
of sensory memory, short-term memory, and long-term memory. These
components work together to help us encode, store, and retrieve information
efficiently.

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George A Miller Richard Shiffrin

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 T H E S TA G E S O F I N F O R M AT I O N
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PROCESSING
According to the Information Processing Theory, cognitive psychologists identify three primary
stages of information processing, each playing a crucial role in the overall cognitive process:
Sensory memory: This initial stage briefly holds and filters external stimuli. With a limited capacity
and short duration, sensory memory is responsible for selective processing, allowing us to focus on
relevant information and disregard irrelevant stimuli.
Short-term memory (STM): Information from sensory memory is transferred to STM, where it is
temporarily stored and manipulated. The central executive, a key component in cognitive theory,
oversees STM’s operations, managing cognitive resources and controlling attention. STM has a
limited capacity (7 ± 2 items, as suggested by George Miller) and a short duration (around 20-30
seconds).
• Long-term memory (LTM): Important information from STM is encoded and transferred to
LTM, where it can be stored indefinitely. LTM, with its unlimited capacity, serves as long-term
storage for information throughout our lifetime.
M O N D AY, FEBRUARY 1, 20XX 5
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S T R AT E G I E S F O R E N H A N C I N G
I N F O R M AT I O N P R O C E S S I N G
Teachers can implement various strategies to enhance information processing in their students:

Chunking: Break down complex information into smaller, more manageable chunks.

Repetition and rehearsal: Encourage students to repeat and practice new information to
strengthen memory connections.

Mnemonic devices: Teach students mnemonic strategies, such as acronyms, to improve recall.

Visual aids: Use visual encoding techniques, like diagrams and illustrations, to help students
process and retain information.
Active learning: Engage students in activities that require them to actively process and apply
new information.
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A P P L I C AT I O N S
Teachers can apply principles from Information Processing Theory to
create learning experiences that align with how the human brain processes
information. Some strategies for applying information processing
principles include:
• Organizing information in a logical and coherent manner to facilitate
semantic encoding, which involves forming associations between new
information and existing knowledge in long-term memory.
• Using scaffolding techniques to support learners as they develop new
skills and knowledge, providing appropriate guidance for processing
incoming stimuli and gradually transferring responsibility to the learner.
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• Employing multimedia and multimodal instruction to appeal to different
learning preferences and enhance information processing. This approach
can facilitate various types of encoding, such as visual, auditory, and
semantic encoding, to strengthen memory formation.
• Providing opportunities for practice and repetition to strengthen memory
connections and promote retention. This is particularly helpful for
consolidating episodic memory, which involves the storage of specific
events and experiences, and short-term memory, which temporarily holds
information for immediate use.

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 L I M I T AT I O N S O F I N F O R M AT I O N
P R O C E S S I N G T H E O RY

• The theory ignores emotion and creativity: One of the main issues with this theory
is that it relies too heavily on a computer-like model of how our brains work, which
fails to take into account certain aspects such as emotion and creativity.
• The theory may be too simple: Additionally, some argue that the four stages are too
simplistic and do not accurately represent the complex processes involved in
acquiring knowledge.

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CONCLUSION
• The Information Processing Theory utilizes a processing approach, which emphasizes
the importance of examining the mental processes involved in learning, such as
attention, perception, and memory. This approach allows researchers and educators to
better understand the complex mechanisms underlying human learning and develop
more effective instructional strategies.
• By focusing on mental processes, the Information Processing Theory has greatly
contributed to our knowledge of human memory, including the organization, storage,
and retrieval of information. As a result, this theory is widely used in educational
settings to understand and enhance human learning.

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