Information-Processing

Theory of Development
Arago Patricia F.
Batronel Julie H.
Cognitive Theories of Development
Learning is a mental process.
Emphasis is on conscious thoughts, intelligence and
language
Important theorist include Jean Piaget (Cognitive
Development Theory) and Vygotsky (Sociocultural
Cognitive Theory)

Jean Piaget Lev Vygotsky

Information-Processing Theory
Development does not occur in stages
Human input is comparative to the input functions of a
computer
People manipulate information, monitor it, and then
strategize about it
An individual’s ability to process information gradually
increases and becomes more complex
Older children have more complex and a larger variety of
mental processes than those of younger
children (Gale Research 1998)
Information-Processing: George A. Miller
George A. Miller (Kearsley 2010)outlined major concepts
to information-processing
Basic principles to Miller’s theory
 Chunking – short-term memory can only comprehend 7 (plus or
minus 2) chunks of information
 Concepts of human processing: gathering
and encoding information; retention of
information; retrieval of
information (Cooper 2009)
Short Term Memory

Short-term memory (STM) is the second stage of the

multi-store memory model proposed by the Atkinson-
Shiffrin. The duration of STM seems to be between 15
and 30 seconds, and the capacity about 7 items.
Short term memory has
three key aspects:
1. limited capacity (only about 7 items can be stored
at a time)

2. limited duration (storage is very fragile and

information can be lost with distraction or passage of
time)

3. encoding (primarily acoustic, even translating

visual information into sounds).
Short term memory has
three key aspects:
Long-term memory (LTM) the final stage of the
multi-store memory model proposed by the
Atkinson-Shiffrin, providing the lasting retention of
information and skills.
Theoretically, the capacity of long-term memory
could be unlimited, the main constraint on recall
being accessibility rather than availability.
Types of Long Term Memory
Procedural Memory

Procedural memory is a part of the long-term

memory is responsible for knowing how to do things,
i.e. memory of motor skills. It does not involve
conscious (i.e. it’s unconscious - automatic) thought
and is not declarative.  For example, procedural
memory would involve knowledge of how to ride a
bicycle.
Semantic Memory
Semantic memory is a part of the long-term memory
responsible for storing information about the world. 
This includes knowledge about the meaning of
words, as well as general knowledge.
For example, London is the capital of England. It
involves conscious thought and is declarative.
The knowledge that we hold in semantic memory
focuses on “knowing that” something is the case (i.e.
declarative).  For example, we might have a semantic
memory for knowing that Paris is the capital of France.
Episodic Memory

Episodic memory s a part of the long-term memory

responsible for storing information about events (i.e.
episodes) that we have experienced in our lives. 
It involves conscious thought and is declarative.  An
example would be a memory of our 1st day at school.
The knowledge that we hold in episodic memory
focuses on “knowing that” something is the case (i.e.
declarative).  For example, we might have an
episodic memory for knowing that we caught the bus
to college today
Procedural knowledge
involves “knowing how” to do things. It included
skills, such as “knowing how” to playing the piano,
ride a bike; tie your shoes and other motor skills.
It does not involve conscious thought (i.e. it’s
unconscious - automatic).  For example, we brush
our teeth with little or no awareness of the skills
involved.
Declarative knowledge
involves “knowing that”, for example London is the
capital of England, zebras are animals, your mums
birthday etc. 
Recalling information from declarative memory
involves some degree of conscious effort –
information is consciously brought to mind and
“declared”.
Information-Processing: Allan Paivio
Dual-encoding theory
Verbal and non-verbal encoding occurs
Verbal and non-verbal encoding are both equally
important to processing
Research based on Paivio’s dual-encoding theory has
been beneficial and used in bilingual education
(Kearsley 2010)
Implications of IPT for
Teaching
Students engage in disciplined inquiry on a
central theme that can sustain in-depth
research over time
Students need opportunities to reason about
serious matters at the upper limits of their
capabilities
Deep discipline involves reasoning with
research and evidence, seexing expert advice
and sharing results and ideas with others
Information Processing Theories, or IPT for
short, are theories that claim that cognitive
Both teachers and students must
share in developing and sustaining
the community of learning
Cooperative and collaborative
learning among students is
commonplace
Deep Discipline Inquiry
IPT in the Classroom
 IPTs focus on developmental changes in a
person's ability to encode, store, and retrieve
information. The ability to do this can be
based around schemes and scripts. Schemes
connect facts and ideas into a meaningful
system while scripts are a structure for a
sequence of events.
Giving students an active role in their learning
Building on students' prior knowledge
Help students learn how to learn
Help students reach a level of automaticity

Resources
Ali-Hassan, H. (2008). Information processing theory. Retrieved from
http://www.fsc.yorku.ca/york/istheory/wiki/index.php/Information_processing
_theory.
Cooper, S. (2009). Theories in Learning in Educational Psychology. Retrieved
from http://www.lifecircles-inc.com/Learningtheories/learningmap.html.
Gale Research. (1998). Information processing theory. Encyclopedia of
Childhood and Adolescence. FindArticles.com. 24 Oct, 2010.
Huitt, W. (2003). The information processing approach to cognition.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from, http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
Kearsley, G. (2010). The theory into practice database. Retrieved from
http://tip.psychology.org.
Santrock, J.W., (2008). Essentials of life-span development (1st ed.). New York:
McGraw-Hill