INFORMATION

PROCESSING THEORY
BY ATKINSON AND SHIFFRIN
OBJECTIVES
1. Discuss the information processing.
2. Explain the stages of information processing.
3. Who are Atkinson and Shiffrin.
4. Identify the educational implication of Multi-
Store Model of memory.
MEMORY?
 Memory is the record of
experiences.
 It is the storehouse of mind,
the reservoir of the
accumulated learning.
 It is complex physical and
mental process.
 It can be defined as the
storage of the learned
information for retrieval and
future use.
RICHARD ATKINSON AND RICHARD
SHIFFRIN
Richard Atkinson was born Richard Shiffrin was born on March 13,
on March 19, 1929, he is 1942, he is an American psychologist,
an American professor of professor of cognitive science in the
Department of Psychological and Brain
psychology and cognitive
Sciences at Indiana University,
science and an academic Bloomington. He contributed a number of
administrator. theories of attention and memory to the
field of psychology.
INFORMATION PROCESSING
 Information processing is a cognitive activity in which
human nervous system receives an input of
information through sense organs, transformed,
stored and retrieved it when needed.
 The information processing approach to understand
human memory is based on the functioning of digital
computers that takes items of information in;
processes them in steps; and then produce an
output.
 The model of learning that examines how we learn
using the Mind as a Computer metaphor
3 STEP PROCESS OF MEMORIZING

1. Encoding- the process through which information is

converted into a form that can be entered into
memory.
There are 3 main ways in which information can be
encoded:
1. Visual (picture)

2. Acoustic (sound)

3. Semantic (meaning)
 3 STEPS PROCESS OF MEMORIZING

2. Storage- the process through which

information is retained in memory over varying
periods of time.
3. Retrieval- the process through which the
information stored in memory is located and
accessed when it needed.
Multi-Store Memory Model
3 Types of Memory
1. Sensory Memory
 Stimuli from the environment (sight,
sound, etc.) constantly bombard our
body’s mechanism for seeing, hearing,
tasting, smelling and feeling.
 Sensory memory is the initial processing
that transforms these incoming stimuli
into information so we can make sense
of them.
2. Short-term Memory (STM) or
Working Memory
 Refers only to the temporary stage of information in
memory.
 It just usually means storage, the immediate
memory for new information that can be held for
15-20 seconds.
 To retain information in working memory following
steps are to be followed:
• Chunking
• Mnemonic Devices
• Rehearsal
Forgetting

 Forgetting or disremembering is the apparent

loss or modification of information already
encoded and stored in an individual’s short or
long-term memory.
 It is spontaneous or gradual process in which
old memories are unable
Factors Responsible for Forgetting

1. Encoding Failure- don’t learn the information in the first

place.
2. Decay- memories fade over time.
3. Inadequate Retrieval Cues- lack reminders/links.
4. Deliberate Forgetting- deliberately keep things out of our
mind.
5. Interference- other memories get in the way.
Retroactive Inference- new information blocks out old
information
Proactive Inference- old information blocks out new
information.
 3. Long-Term Memory (LTM)
 Refers to the memory process in the brain that takes
information from the STM store and creates long lasting
memories. These memories can be from an hour ago or
several decades ago.
 Unlimited storehouse of information
 Permanent store of information
 Long-term memory is not a single store and is divided into 2
types: explicit (conscious) and implicit (casual or
unconscious)
 2 Types of Long-term Memory
1. Explicit - the information we memorize consciously.
Episodic memory- responsible for storing information about
event (i.e. episodes) that we have experienced in our lives. It involves
conscious thought and is declarative.
Semantic memory- responsible for storing information about the
world. This include knowledge about the meaning of words, as well as
general knowledge.
2. Implicit- the information we store or remember unconsciously.
Procedural memory- 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.
Emotional memory- shorthand for denoting the memory of
experiences that evoked an emotional reaction.
Educational Implications of Multi Store Model of
Memory by Atkinson and Shiffrin

1. Plan for higher Attention Span.

2. Use attention signals.
3. Keep students attention engaged.
4. Respect attention limit.
5. Follow chunking, mnemonic devices and rehearsal
techniques.
6. Help students for effective storage and retrieval.
7. Implicit and explicit memory.
8. Take efforts to minimize students forgetting.
Criticism of Atkinson Shiffrin View of
Learning
 The model is oversimplified, in particular when
suggests that both STM and LTM each operate in a
single, uniform fashion. We now know this is not the
case. It has now become apparent that both STM and
LTM are more complicated that previously thought.
 It assumes that each of the stores works as an
independent unit.
 The model does not explain memory distortion.
 The model does not explain why some things may be
learned with a minimal amount of rehearsal.
THANK YOU
FOR LISTENING!