Module 10:

Information
Processing
Take the Challenge!
In this Module, challenge yourself to attain the
following learning outcomes:

• describe the processes involved in acquiring,

storing and retrieving knowledge.

• Cite educational implications of the theory on

information processing.
Introduction

• Information processing is a
cognitive theoretical
framework that focuses on how
knowledge enters and is stored
in and is retrieved from our
memory.
Information Processing
Theory
Relating how the mind and
the computer work is a
powerful analogy. The terms
used in the information
processing theory (IPT)
extend this analogy.
“Types” of Knowledge
 General vs. Specific: useful in many
tasks, or only in one.
 Declarative: factual knowledge /
Semantic / Name


 Procedural: This includes knowledge on

how to do things.


 Episodic: This includes memories of life

events, like your high school graduation.
Stages in the Information
Processing Theory
 These three primary stages in IPT are:
 Encoding - Acquiring Information / sensed/ perceived
a. Shallow - easy to forget
b. Deep - Meaningful

Storage - Information is stored


 Retrieval - Getting information back When needed
Sensory Memory ( Decay )
 Recall what you see

Short-Term Memory
(forgetting)
 Currently
thinking
 Working memory

Long-Term Memory
(
Retrieval )
Extended period until needed
The 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”.

 Getting through this attentional filter is done

when the learner is interested in the material;
when there is concious control over attention, or
when information involves novelty, surprise,
salience, and distinctiveness.
Executive Control Processes
 The executive control processes involve the
executive processor or what is referred to as
metacognitive skills. These processes guide the
flow of information through the system, help
the learner make informed decisions about how
to categorize, organize or interpret
information. Example of processes are
attention, rehearsals and organization.
Forgetting
- is the inability to retrieve or access information when
needed

 There are two main ways in which

forgetting likely occurs:
 Decay - Information is not attended to, and
eventually 'fades' away. Very prevalent in
Working Memory.
 Interference - New or old information 'blocks'
access to the 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 information - This
means forming a “picture” of the
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.