INFORMATION

PROCESSING
THEORY
Presented By:
Agda, Krishaly C. Marcos, Hazelene C.
Doca, Michelle T. Melad, Arlyn O.
Elevazo, Judy G. Peña, Judy Ann S.
Gudasen, Maria Donna Gacad, Mac
Liquigan, Ferdinand F.
 LEARNING OBJECTIVES

Describe the processes involved in acquiring,

storing and receiving knowledge.

Cite educational implications of the theory on

information processing.
INTRODUCTION

In this lesson, we'll unravel

the intricate processes of
how humans absorb, retain,
and retrieve information,
akin to the functions of a
computer.
WHAT IS IP?
Information processing is a cognitive
theoretical 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
process.
INFORMATION PROCESSING
THEORY
 What are the key terms in
INFORMATION Information Processing
PROCESSING Theory (IPT) that extend
the analogy between the
THEORY mind and the computer,
and how do those who
program and design
computers aim to
leverage this analogy to
solve problems?
 Cognitive psychologists
INFORMATION believe that cognitive
processes influence the
PROCESSING nature of what is learned.
THEORY 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.
 IPT describes how the learner

INFORMATION receives information (stimuli)

from the environment through
PROCESSING the senses and what takes place
in between determines whether
THEORY 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 be retrieved or
"remembered" when the learner
needs it.
TYPES General/Specific
OF KNOWLEDGE Declarative
Understanding the type of knowledge Procedural
helps tailor instructional strategies and
interventions effectively.
Episodic
Conditional
GENERAL/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.
PROCEDURAL

This includes
knowledge on
how to do things.
EPISODIC

This includes
memories of life
events.
CONDITIONAL

This is about
‘‘knowing when
and why’’ to apply
declarative or
procedural
strategies.
STAGES Encoding
Understanding these stages helps us
comprehend how individuals acquire, Storage
retain, and retrieve information, crucial for
optimizing learning, memory, and problem-
solving processes.
Retrieval
 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 processes
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.
 The 1st step in IP model that
SENSORY holds all necessary information
REGISTER for a very brief time.

CAPACITY

DURATION
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".
ROLE OF
ATTENTION
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.
 ROLE OF
ATTENTION
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. To this point, the information is
coming in as uninterpreted patterns of stimuli.
Once it is perceived, we can categorize, 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.
 STM LTM
Short-Term Memory
Long-Term Memory
or Working Memory

It can only hold 5 to 9 It has unlimited

chunks of information, capacity.
sometimes described
as 7+ or -2.

CAPACITY
 STM LTM
Short-Term Memory
Long-Term Memory
or Working Memory

It is around 18 seconds It is indefinite.

or less.

DURATION
EXECUTIVE It involves the executive
CONTROL processor or what is referred
to as metacognitive skills.
PROCESS
Examples are:

Attention
Rehearsals
Organization
 Forgetting Decay Interference

It is the inability to The information is New or old

retrieve or access not attended to, information blocks
information when and eventually access to the
needed. fades away. information in
question.
METHODS FOR INCREASING RETRIEVAL OF INFORMATION
Rehearsal - This is repeating information verbatim, either mentally or aloud.
Meaningful Learning - This is making connections between new information and
prior knowledge.
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 knows. 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'.
Context - Remembering the situation helps recover information.
Personalization - It is making the information relevant to the individual.
 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, peg-word and association
techniques, among others.
 CONCLUSION
In summary, exploring Information Processing Theory illuminates
the parallels between human cognition and computer operations.
Understanding encoding, storage, and retrieval elucidates how
individuals perceive, retain, and recall information. Concepts like
sensory memory, executive functions, and memory decay enrich
our grasp of cognitive processes and inform strategies for
optimization.