2. Contents Overview of the information processing approach Memory systems Information processing in the child
3. Overview Human mind is like a computer Limited capacity associated with ‘hardware’ and ‘software’ - Eg. Hardware of the mind nervous system, software strategies, mental ‘programmes’ that affect information processing Emphasizes basic mental processes involved in attention, perception, memory, and decision making
6. Sensory Register Logs information for about a fraction of a second as a kind of afterimage Much information disappears without further processing If the need to remember is sensed it will be moved into short-term memory
7. Short-term memory Hold limited amount of information for several seconds Passive and active (working memory) Working memory: temporarily stores information while working on it To be remembered for any length of time, information must be moved from short-term memory into long-term memory
10. Process of learning and remembering Encoding – getting the information into the system Consolidation – information is processed and organized in form suitable for long term storage Storage – holding of information in long-term memory Retrieval – process of getting information out when needed
11. Retrieval Can be accomplished in several ways Recognition memory Eg. Multiple choice questions Recall memory Eg. Open ended questions Cued recall memory Eg. Open ended questions with hint or cue to facilitate retrieval
13. Memory Development Four major hypotheses to explain improvements in learning and memory 1. Changes in basic capacities 2. Changes in memory strategies 3. Increased knowledge about memory 4. Increased knowledge about the world
14. Memory Development Changes in basic capacities Neural advancement in their brains more working memory space ability to process information faster Changes in memory strategies Learned and consistently use effective methods for putting information into long-term memory and retrieving it when they need it
15. Memory Development Increased knowledge about memory Know more about memory, eg. Which strategy fits what task Increased knowledge about the world Knowledge makes material to be learned more familiar and easier to learn and remember
16. Memory Strategies Rehearsal Repeating of items to be learned and remembered Organisation Classifying items into meaningful groups Elaboration Actively create meaningful links between items to be remembered
17. Phases of using memory strategies Mediation deficiency Cannot spontaneously use or benefit from strategies despite being taught how Production deficiency Can use strategies taught but do not produce their own strategies Utilisation deficiency Spontaneously produce strategy but task performance does not benefit from strategy Effective strategy use
