Information Processing Theory.pptx

Information Processing Theory

1. I N F O R M A T I O N P R O C E SS I N G THEORY

2. INFORMATION PROCESSING THEORY THEORY THAT ATTEMPTS TO CATEGORIZE THE WAY INFORMATION IS RECOGNIZED, UTILIZED, AND STORED IN THE MEMORY. THIS THEORY RECOGNIZES THE ABILITY FOR A PERSON TO CONTROLWHAT INFORMATION IS PROCESSED AND THE CHANGES AND DEVELOPMENTS OF THESE ABILITIES.

3. TYPES OF KNOWLEDGE G E N E R A L V S . S P E C I F I C - I N V O L V E S W H E T H E R T H E KNOWLEDGE IS USEFUL IN MANY TASKS OR ONLY ONE. DECLARATIVE - FACTUAL KNOWLEDGE P ROCEDURAL - HOW TO DO THINGS EPISODIC - LIFE EVENTS CONDITIONAL - WHEN AND WHY KNOWLEDGE

4. STAGES OF IPT ENCODING - SENSED, PERCEIVED AND ATTENDED TO S T O R A G E - S T O R E D R E T R I E V A L - R E A CT I V A T E D

5. SENSORY R E G I S T E R CAPACITY D U R A T I O N

6. THE ROLE OF ATTENTION WE CAN ONLY PERCEIVE AND REMEMBER LATER THOSE THINGS THAT PASS THROUGH OUR ATTENTION "G ATE " ATTENTIONAL FILTER - INVOLVES SURPRISE, SALIENCE, AND DISTINCTIVENESS PRECATEGORICAL INFORMATION - BEFORE INFORMATION IS PERCEIVED; UNINTERPRETED PATTERNS OF STIMULI

7. SHORT-TERM MEMORY S T M F U N C T I O N S A S A T E M P O R A R Y W O R K I N G M E M O R Y , W H E R E B Y F U RT H E R P R O C E SS I N G I S C A RR I E D O U T T O M A K E I N F O R M A T I O N R E A D Y FOR LONG- TERM STORAGE OR FOR A RESPONSE. WORKING MEMORY HOLDS INFORMATION FOR A LIMITED AMOUNT OF TIME AND HOLDS A LIMITED AMOUNT OF INFORMATION. W H E R E I N F O R M A T I O N I S P R O C E SS E D A N D " P R O B LE M S O L V I N G " O CC U R S ; THE WORKING MEMORY USUALLY ONLY PROCESSES THINGS FOR A SHORT PERIOD OF TIME.

8. SHORT-TERM MEMORY CONTD. ALSO CALLED WORKING MEMORY LEARNING BOTTLENECK C A P A C I T Y : ( M A G I C A L N U M B E R S E V E N , P L U S O R M I N U S T W O [ M I LL E R , 195 6 ] ) ; 5 - 9 C H U N K S ( 7 + / - 2 ) DURATION: 5 TO 20 SECONDS IN DURATION UNLESS MAINTAINED BY MAINTENANCE REHEARSAL OR STORED IN LONG- TERM MEMORY; AROUND 18 SECONDS

9. 7 ± 2 R u l e CHUNKING INFORMATION AIDS MEMORY BY BREAKING IT DOWN INTO MANAGEABLE SIZE SIZE OF EACH CHUNK UNIT CAN VARY EXAMPLE, 7323545254 VS 732 - 354 - 5254 EXPERTS HAVE DEVELOPED CHUNKS ( SCHEMAS) OF INFORMATION THAT ALLOW THEM TO BETTER HANDLE COMPLEXITY BY RECOGNIZING PATTERNS INSTRUCTORS MUST CHUNK INFORMATION TO FACILITATE LEARNING

10. Long-term Memory W H E R E T H E I N F O R M A T I O N R E M E M B E R E D THEREAREMANYWAYS THAT INFORMATION OVER I S M O V E D TIME F R O M I S K E P T ; W O R K I N G MEMORY INTO LONG TERM MEMORY. R E P R E S E N T S O U R P E R M A N E N T S T O R E H O U S E O F I N F O R M A T I O N , C A P A B L E OF RETAINING AN UNLIMITED AMOUNT AND VARIETY OF INFORMATION.

11. FORGETTING INABILITY TO RETRIEVE OR ACCESS INFORMATION WHEN NEEDED. DECAY INTERFERENCE

12. METHODS OF INCREASING RETRIEVAL OF INFORMATION REHEARSAL - REPEATING INFO- VERBATIM MENTALLY OR ALOUD M E A N I N G F U L L E A R N I N G - M A K I N G C O NN E C T I O N S B E T W EE N N E W A N D PRIOR KNOWLEDGE O R G A N I Z A T I O N - M A K I N G C O NN E C T I O N S - V A R I O U S P I E C E S O F KNOWLEDGE E L A B O R A T I O N - A DD I N G A N D C O NN E C T I N G N E W I N F O W I T H O L D T O G A I N KNOWLEDGE V I S U A L I M A G E R Y - F O R M I N G A P I C T U R E O F T H E I N F O R M A T I O N GENERATION - THINGS WE PRODUCE ARE EASIER THAN THOSE WE HEAR CONTEXT - REMEMBERING THE SITUATION PERSONALIZATION - MAKING THE INFORMATION RELEVANT

13. METHODS OF INCREASING RETRIEVAL OF REHEARSAL - REPEATING INFO- VERBATIM MENTALLY OR ALOUD M E A N I N G F U L L E A R N I N G - M A K I N G C O NN E C T I O N S B E T W EE N N E W A N D PRIOR KNOWLEDGE O R G A N I Z A T I O N - M A K I N G C O NN E C T I O N S - V A R I O U S P I E C E S O F KNOWLEDGE E L A B O R A T I O N - A DD I N G A N D C O NN E C T I N G N E W I N F O W I T H O L D T O G A I N KNOWLEDGE V I S U A L I M A G E R Y - F O R M I N G A P I C T U R E O F T H E I N F O R M A T I O N GENERATION - THINGS WE PRODUCE ARE EASIER THAN THOSE WE HEAR CONTEXT - REMEMBERING THE SITUATION PERSONALIZATION - MAKING THE INFORMATION RELEVANT

14. OTHER MEMORY METHODS SERIAL POSITION EFFECT - RECENCY AND PRIMACY P A R T LE A R N I N G - B R E A K - U P T H E " L I S T " A N D " C H U N K " D I S TR I B U T E D P R A C T I C E - B R E A K U P LE A R N I N G S E SS I O N S I N S T E A D O F CRAMMMING ( MASSED PRACTICE) , MNEMONIC AIDS - ACRONYMS, PEG- WORD, SENTENCE CONSTRUCTION

15. GROUP ACTIVITY INTERVIEW FIVE ( 5 ) COLLEGE STUDENTS AND USE THE FOLLOWING GUIDE QUESTIONS: HOW DO YOU LEARN THINGS? WHAT ARE SOME OF YOUR STUDY HABITS? WHAT ACTIVITIES GIVEN BY YOUR TEACHERS HELP YOU TO LEARN THE LESSON? WHICH OF THE ACTIVITIES HELP YOU THE MOST, AND HELP YOU THE LEAST? WHY? ANALYZE THE ANSWERS TAKEN FROM YOUR INTERVIEW BY RELATING THEM TO THE THEORIES OF LEARNING WE HAVE DISCUSSED. CAREFULLY EXPLAIN WHAT THEORIES OF LEARNING ARE OBSERVED AND APPLIED. HOW DO YOU COMPARE THE THINGS YOU LEARNED ABOUT THEORIES OF LEARNING TO THE THINGS YOU HAVE OBSERVED FROM THE REAL- WORLD LEARNING?