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Chapter 8
Information
Processing
Theory
© 2013 Cengage Learning. All rights reserved. 8 | 2
Overview
• The Information Processing View of Learning
• A Model of Information Processing
• Metacognition
• Technology As an Information-processing Tool
© 2013 Cengage Learning. All rights reserved. 8 | 3
The Information Processing
View of Learning
• Assumptions
 Information is processed in steps or stages
 There are limits on how much information
can be processed at each stage
 The human information processing system is
interactive
© 2013 Cengage Learning. All rights reserved. 8 | 4
A Model of Information Processing
• The Sensory Register
 Capacity
– Very large
 Duration
– 1 to 3 seconds
 Contents
– Raw sensory data (encoded in same form
as perceived)
© 2013 Cengage Learning. All rights reserved. 8 | 5
The Nature of Recognition
• The Nature of Recognition
 Noting key features of a stimulus and relating
them to already stored information
• The Impact of Attention
 Selective focusing on a portion of the
information currently stored in the sensory
register
 What we attend to is influenced by
information in long-term memory
© 2013 Cengage Learning. All rights reserved. 8 | 6
Short-Term Memory
• Short-Term Memory
 Capacity
– 5 to 9 chunks of information
 Duration
– About 20 seconds
 Processes
– Called working memory because this is where we
encode, organize, and retrieve information
 Importance
– Working memory capacity related to many
academic skills
© 2013 Cengage Learning. All rights reserved. 8 | 7
Rehearsal
• Rehearsal
 Maintenance Rehearsal (rote rehearsal, repetition):
Information is repeated over and over again with
no effect on long-term memory storage
 Elaborative Rehearsal (elaborative encoding): New
information is related to knowledge already stored
in long-term memory
 See Online Video Case “Cooperative Learning in the
Elementary Grades: Jigsaw Model”
© 2013 Cengage Learning. All rights reserved. 8 | 8
A Model of Information Processing -
Organization
• Organization
 Putting interrelated pieces of information into
chunks
• Meaningfulness
 When new material can be related to
information in long-term memory
• Visual Imagery Encoding
 Generating images in your mind of objects,
ideas, and actions
– Dual coding theory
© 2013 Cengage Learning. All rights reserved. 8 | 9
A Model of Information Processing –
Long-Term Memory
• Long-Term Memory
 Capacity
– Unlimited
 Duration
– Permanent, long-term
 Contents
– Schemata
© 2013 Cengage Learning. All rights reserved. 8 | 10
Schemata
• How Information is Organized in Long-Term
Memory
 Schemata
– Interrelated networks of associated ideas
into which new knowledge is assimilated
© 2013 Cengage Learning. All rights reserved. 8 | 11
A Model of Information Processing -
Forgetting
• Why We Forget
 Inadequate Consolidation
– Material not well learned in the first place
 Non-Meaningful Learning
– Unfamiliar information can’t be connected to
existing schemes
 Few Opportunities for Retrieval
– More short tests help stimulate recall
© 2013 Cengage Learning. All rights reserved. 8 | 12
A Model of Information Processing –
Forgetting Cont.
• Why We Forget (cont’d)
Interference From Other Material
– Similar material that require different responses
 Lack of Retrieval Cues
– Words, phrases, images, sounds that are
associated with the learned material
 See Online Video Case “Using Information-Processing
Strategies: A Middle School Science Lesson”
© 2013 Cengage Learning. All rights reserved. 8 | 13
Metacognition
• The Nature and Importance of Metacognition
 Metacognition is our knowledge about
attention, recognition, encoding, storage, and
retrieval and how those operations might
best be used to achieve a learning goal
© 2013 Cengage Learning. All rights reserved. 8 | 14
Metacognition – Nature and
Importance
• The Nature and Importance of Metacognition
 Declarative Knowledge
– Knowledge of person, task, and strategy
variables
 Conditional Knowledge
– Knowledge of when to use certain learning
processes
 Procedural Knowledge
– Knowledge of how to use various cognitive
processes
© 2013 Cengage Learning. All rights reserved. 8 | 15
Metacognition – Age Trends
• Age Trends in Metacognition
 Primary grade children have limited knowledge of:
– why some material is more difficult to learn than
other material
– their memory capability
– factors that affect reading comprehension and recall
– why some techniques lead to better recall than
other techniques
– when they have learned something well enough
that they can pass a test
 Metacognitive knowledge develops with age,
experience, and instruction
© 2013 Cengage Learning. All rights reserved. 8 | 16
Technology as an
Information-Processing Tool
• Technology Tools for Writing
• Technology Tools for Reading
• Technology Tools for Science and Math
• Technology Tools for Art and Music
• Multimedia, Hypermedia, and Virtual
Environments

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Fall 2013 PSY 263 401 CHAPTER 8

  • 2. © 2013 Cengage Learning. All rights reserved. 8 | 2 Overview • The Information Processing View of Learning • A Model of Information Processing • Metacognition • Technology As an Information-processing Tool
  • 3. © 2013 Cengage Learning. All rights reserved. 8 | 3 The Information Processing View of Learning • Assumptions  Information is processed in steps or stages  There are limits on how much information can be processed at each stage  The human information processing system is interactive
  • 4. © 2013 Cengage Learning. All rights reserved. 8 | 4 A Model of Information Processing • The Sensory Register  Capacity – Very large  Duration – 1 to 3 seconds  Contents – Raw sensory data (encoded in same form as perceived)
  • 5. © 2013 Cengage Learning. All rights reserved. 8 | 5 The Nature of Recognition • The Nature of Recognition  Noting key features of a stimulus and relating them to already stored information • The Impact of Attention  Selective focusing on a portion of the information currently stored in the sensory register  What we attend to is influenced by information in long-term memory
  • 6. © 2013 Cengage Learning. All rights reserved. 8 | 6 Short-Term Memory • Short-Term Memory  Capacity – 5 to 9 chunks of information  Duration – About 20 seconds  Processes – Called working memory because this is where we encode, organize, and retrieve information  Importance – Working memory capacity related to many academic skills
  • 7. © 2013 Cengage Learning. All rights reserved. 8 | 7 Rehearsal • Rehearsal  Maintenance Rehearsal (rote rehearsal, repetition): Information is repeated over and over again with no effect on long-term memory storage  Elaborative Rehearsal (elaborative encoding): New information is related to knowledge already stored in long-term memory  See Online Video Case “Cooperative Learning in the Elementary Grades: Jigsaw Model”
  • 8. © 2013 Cengage Learning. All rights reserved. 8 | 8 A Model of Information Processing - Organization • Organization  Putting interrelated pieces of information into chunks • Meaningfulness  When new material can be related to information in long-term memory • Visual Imagery Encoding  Generating images in your mind of objects, ideas, and actions – Dual coding theory
  • 9. © 2013 Cengage Learning. All rights reserved. 8 | 9 A Model of Information Processing – Long-Term Memory • Long-Term Memory  Capacity – Unlimited  Duration – Permanent, long-term  Contents – Schemata
  • 10. © 2013 Cengage Learning. All rights reserved. 8 | 10 Schemata • How Information is Organized in Long-Term Memory  Schemata – Interrelated networks of associated ideas into which new knowledge is assimilated
  • 11. © 2013 Cengage Learning. All rights reserved. 8 | 11 A Model of Information Processing - Forgetting • Why We Forget  Inadequate Consolidation – Material not well learned in the first place  Non-Meaningful Learning – Unfamiliar information can’t be connected to existing schemes  Few Opportunities for Retrieval – More short tests help stimulate recall
  • 12. © 2013 Cengage Learning. All rights reserved. 8 | 12 A Model of Information Processing – Forgetting Cont. • Why We Forget (cont’d) Interference From Other Material – Similar material that require different responses  Lack of Retrieval Cues – Words, phrases, images, sounds that are associated with the learned material  See Online Video Case “Using Information-Processing Strategies: A Middle School Science Lesson”
  • 13. © 2013 Cengage Learning. All rights reserved. 8 | 13 Metacognition • The Nature and Importance of Metacognition  Metacognition is our knowledge about attention, recognition, encoding, storage, and retrieval and how those operations might best be used to achieve a learning goal
  • 14. © 2013 Cengage Learning. All rights reserved. 8 | 14 Metacognition – Nature and Importance • The Nature and Importance of Metacognition  Declarative Knowledge – Knowledge of person, task, and strategy variables  Conditional Knowledge – Knowledge of when to use certain learning processes  Procedural Knowledge – Knowledge of how to use various cognitive processes
  • 15. © 2013 Cengage Learning. All rights reserved. 8 | 15 Metacognition – Age Trends • Age Trends in Metacognition  Primary grade children have limited knowledge of: – why some material is more difficult to learn than other material – their memory capability – factors that affect reading comprehension and recall – why some techniques lead to better recall than other techniques – when they have learned something well enough that they can pass a test  Metacognitive knowledge develops with age, experience, and instruction
  • 16. © 2013 Cengage Learning. All rights reserved. 8 | 16 Technology as an Information-Processing Tool • Technology Tools for Writing • Technology Tools for Reading • Technology Tools for Science and Math • Technology Tools for Art and Music • Multimedia, Hypermedia, and Virtual Environments