EDUC 1077 Learning and Cognition: Assignment 1

Part 3: Information Processing Theory

Being aware of the role that the information system plays in consideration to a student’s
individual learning processes is an essential tool for all teachers to acquire. An information
system is used by a person in almost every aspect of their life, it allows for proper
functioning, not only for the organization and relaying of information, but also for the
completion of everyday activities (Bajdor-&-Grabara,-2014-p.96). The main structural
elements that information passes, includes, the sensory memory, working memory and long-
term memory, these will be discussed in regards to how information passes through them
and the relevance in association with a developing pedagogy. Criticism of the theory will be
presented in order to evaluate the theory.

The information system is a “multilevel structure, that allows the person to transform certain
input information to the desired output information using appropriate models and
procedures” (Bajdor and Grabara, 2014 p.96). Sensory memory is the initial stage where the
transfer of incoming stimuli’s from the environment turns into information so we can make
sense of the data, this lasts between 1 and 3 seconds (Woolfork and Margetts, 2013, p.253).
If the incoming information is attended to and perceived sufficiently it is then presented to the
working memory. Within this stage “new information is held temporarily and combined with
knowledge from long-term memory” (Woolfork and Margetts, 2013, p.256), this last
anywhere between 5 to 20 seconds. If the information is chucked or rehearsed appropriately
it then can further transfer to the long-term memory. This is the last phase of the information
process and holds all information that is well learnt. With unlimited capacity the information
can stay permanently and can be retrieved when needed.

The first stage of the informational system is sensory memory. The central function of this
system is to identify relevant stimuli’s presented within a particular circumstance.
Unfortunately, the capacity to attend to multiple stimuli’s at a particular time is limited
therefore the system must incorporate strategies to interpret the relevant cues. Firstly, the
sensory memory uses perception to detect a stimuli and make meaning. Anderson and
Bower explain that “without reason to constantly structure and interpret incoming data our
mind would be a confusing mass of particulars” (2014, p.26). The next strategy “prioritizes
neural analysis of stimuli’s through the process of attention allocation” (Brinkhuis, 2015, p.1).
The ability for humans to effectively allocate attention and use perception develops with
experience, at this point irrelevant stimuli’s are ignored and relevant, encoded information is
sent to the working memory.

Working memory is the next phase within the information process. It comprises of a
temporary storage unit which enables manipulation of necessary information for complex
task such as comprehension, learning and reasoning (Baddeley, 2011, p.417). The working
memory is composed of at least 4 elements; the central executive, of which controls
attention and other mental sources; the phonological loop that holds verbal and acoustical
information, this involves a subvocal rehearsal system, lasting between 15-20 seconds
(Baddeley, 2010, p.191); the visuospatial sketchpad for “integrating spatial, visual and
possibly kinaesthetic information” (Baddeley, 2010, p.200) ; and the episodic buffer, which
“combines information from the phonological loop, visuospatial sketchpad and long-term
memory in order to construct integrated information” (Woolfork and Margetts, 2013, p.256) .

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Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 3: Information Processing Theory

Cognitive load is another factor presented within the working memory. It relates to “the
extent to which problem-solving processes interfere with learning” (Woolfork and Margetts,
2013, p.258). In any given situation the cognitive load will depend on prior knowledge and
what supports are available, too much information can overwhelm the system and the
information can be easily lost. To ensure that information is effectively retained, strategies
include; rehearsal, repeating the information and chunking, grouping individual bits of
information. Baddeley emphasised that “there is a rapid loss of [knowledge] over a few
seconds if rehearsal is prevented” (2011, p.418). If these strategies are provided the
information moves through to the long-term memory.

Once meaningful information is rehearsed or chunked it is securely stored in the long-term

memory where is will remain permanently. New information is integrated with prior
knowledge that is already stored in the long-term memory through elaboration, organisation
and context. When the information is needed it is automatically located, retrieved and used.

When developing a pedagogy, teaching strategies need to be incorporated to assist the

children and their information processing. Bruce makes it evident that “we have to allow the
children to process new material in order to transfer it from the working memory to the long-
term memory … We have to elaborate, review, rehearse, summarise or enhance the
material” (Bruce, n.d, p.163). In accordance with the sensory memory “when observers are
asked to respond to a target that is unique among display elements, response times
decrease” (Brinkhuis, 2015, p.1). To ensure children attend to the lesson, it is important that
the classroom environment is not overly stimulated. Startling displays are an example that
take the students attention away from the task, these decreases concentration and
perception towards learning and should be avoided within classrooms.

Other than ensuring the environment is suitable, the teacher can also improve their methods
of teaching. Bruce explains that when incorporating new material, link it to prior knowledge,
as well as break it up into small steps in order to reduce confusion and enhance perception
(n.d, p.165). Give the students active practice in each step until they are independent,
confident, and skills are used effortlessly, this is an example of rehearsal and an indication if
the information has moved into their long-term memory. Lastly, teachers should “ask
questions, check students understanding and obtain responses from all students” (n.d,
p.163). This will allow for prompts to be used in order to elaborate on what has been
effectively learnt.

The major strength within the theory is the extensive research conducted on the duration of
times of the three main structures; the sensory memory, working memory and long-term
memory. The theory also allows teachers to gain extensive knowledge into the abilities of
their students and how to ensure information proceeds into their long term memory. The
teachers can further learn how to formulate classroom activities to ensure strategies such as
attention, rehearsal and chunking are used positively (Woolfork and Margetts, 2013, p.250-
65).

Limitations within the overall theory has been identified. Firstly, minimal research has been
conducted on the relationship between the age of the learner and the information that they
are presented. The theory has not discussed specifically the abilities and time related to
attention of different age groups, obviously secondary school students will be able to attend
to information longer than those who attend kindergarten. This theory also doesn’t draw any
conclusions on the children who have chemical imbalance and behaviour difficulties
(Woolfork and Margetts, 2013, p.250-65).

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Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 3: Information Processing Theory

To conclude, the information processing theory describes a multileveled structural system

that allows information to pass through. Sensory memory, is the process of identify relevant
stimuli’s, working memory is the temporary storage system that underpins our capacity for
thinking and the long-term memory is where relevant information remains permanently until
required. Once a teacher fully understanding of the main concepts they are able to
manipulate their teaching pedagogies to ensure that the information taught reaches the
children long term memory.

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Learning and Cognition – Alex Stretton
EDUC 1077 Learning and Cognition: Assignment 1
Part 3: Information Processing Theory

Reference list:
Anderson, J. and Bower, G. (2014). Human Associative Memory. New York and London:
Psycology press, p.26.

Bajdor, P. and Grabara, I. (2014). The Role of Information System Flows in Fulfilling
Customers’ Individual Orders. Journal of Studies in Social Sciences, 7(2), pp.96-106.
Available at: http://infinitypress.info/index.php/jsss/article/view/705/309

Baddeley, A. (2011). The episodic buffer: a new component of working memory? Trends in
cognitive science, 4(11), pp.417-420. Available at:
http://www.sciencedirect.com.access.library.unisa.edu.au/science/article/pii/S136466130001
5382

Baddeley, A. (2010). Working memory and language: an overview. Communication

disorders, 4(11), pp.191, 200.

Brinkhuis, M. (2015). Evidence for distinct mechanisms underlying attentional priming and
sensory memory for bistable perception. jov Journal of vision, [online] 15(11), p.1. Available
at: http://jov.arvojournals.org/article.aspx?articleid=2426418#99057289

Bruce, R. (n.d.). Reading in educational supervision. Association for supervision and

curriculum development, 2 pp.163-165.

Woolfork, A. and Margetts, K. (2013). Educational Psycology. 3rd ed. NSW: Pearson,
pp.250-265.

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Learning and Cognition – Alex Stretton