INFORMATION-PROCESSING information procc/.pptx

information processing

1. INFORMATION PROCESSING

2. INTRODUCTION Information processing - is a cognitive theorical 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 implications on the teaching - learning processing.

3. Information processing theory Types of knowledge General/Specific Declarative Procedural Episodic Conditional Stage Encoding Storage Retrieval Executive

4. Information processing theory Relating how mind and the computer work is a powerful analogy. The term used in the information processing theory (IPT) extend this analogy. In fact ,those who program and design computers aim to make computers solve problems trough processes similar to that of the human mind. 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 behaviorist theorists thought).they look into how we receive, perceive ,store and retrieve information . they believe that how a person thinks about and interprets what s/he receives shape what he/she will learn . all these notions comprise what is called the information processing theory.

5. IPT describe how we learner receives information (stimuli) from the environment through the sense and what takes place in between determines whether 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 whether the information will retrieved or “remembered” when the learner needs it .

6. General vs . specific: This involves whether the knowledge is useful in many tasks , or only in one. Declarative - This refers to factual knowledge. They relate to the nature of how things are. They may be in the form of a word or an image. Examples are your name ,address , a nursery rhyme, the definition IPT ,even the face of your crush. Procedural - this includes knowledge on how to do things. Example ; making a lesson plan. Types of knowledge

7. Episodic - this includes memories of life events ,like your high school graduation. Conditional - this is about “knowing when and why” to apply declarative or procedural strategies

8. Stages in the Information Processing Theory the stages of IPT involve the functioning of the sense, 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,.). These three primary stages in IPT are; Encoding - information is sensed, perceived and attended to. Storage -the information is stored for either a brief or extended period of time ,depending upon the process 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.

9. Sensory Register T he first step in the IP model holds all sensory information for 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 3 seconds.

10. 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 remember later those things that pass through our attention “gate”. Getting through this attentional filter is done when the learner is interested in material - when there is concious control over attention, or when information involves novelty , surprise ,salience, and distinctiveness. There is a difference in duration based on modality: Auditory memory is more persistent than visual

11. Before information is perceived ,it is kwon as “precategorical” information -this means that until that point ,the learner has not established a determination of categorical membership of the information .to this point ,the information is coming in as uninterpreted patterns of stimuli. Once it is perceived ,we can categorized , judge, interpret and place meaning to the stimuli . if we fail to perceive , we have no means by which to recognize that the stimulus was ever encountered. There is a difference in duration based on modality: Auditory memory is more persistent than visual

12. 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 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 conscious control over attention, or when information involves novelty, surprise, salience, and distinctiveness. Before information is perceived, it is known as “precategorical” information. This means that until that point, the learner has not established a determination of the categorical membership of the information.

13. 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. Duration: Around 18 seconds or less. To reduce the loss of information in 18 seconds, you need to do maintenance rehearsal. It is using repetition to keep the information active in STM, like when you repeat a phone number just given over and over.

14. 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: duration in the LTM is indefinite.

15. Executive Control Process The executive control process involve the executive processor or what is referred to as metacognitive skills. These process guide the flow of information through the system, help the learner make informed decisions about to categorize, organize or interpret information. Example of processes are attention, rehearsal and organization.

16. Forgetting Is the inability to retrieve or access information when needed. There are two main ways in which forgetting likely 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.

17. Methods for Increasing Retrieval of Information Rehearsal – This is repeating information verbatim, either mentally or aloud. 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. It is connecting new info with old to gain meaning. Visual Imagery – This means forming a “picture” of the information. Generation – Things we ‘produce’ are easier to remember than things we ‘hear’. Personalization – It is making the information relevant to the individual.

18. 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, pre-word and association techniques, among others.

19. Executive Control Processes (including Metacognition ) Maintenance Rehearsal Rehearsal, Elaboration, Meaningful Learning, Organization, Visual Imagery, Generalization . senses Sensory Memory Perception Short Term Memory Long Term Memory Decay Forgetting Retrieval The Information Processing Model

20. Information is received through the senses and goes to the sensory memory for a very brief amount of time. If not found relevant, information may decay. It goes to the STM and if given attention and is perceived and found to be relevant, it is sent to the LTM. If not properly encoded, forgetting occurs. Different cognitive processes applied processes applied to the information will then determine if information can be retrieved when needed later.

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