Human

Information
Processing:
Processes
 Human Information Processing: Processes
As information is transferred through the various memory structures, it
undergoes a transformation. This transformation is accomplished by
cognitive processes. Understanding the students cognitive processes is
important to a teacher. Active learning is desired, By active learning we
can mean that the learner is engaged in transforming the information
from the environment into a meaningful cognitive representation (Cown
& Roop 1992).
 Human Information Processing: Processes

In the information processing

model, attention is a process. When
we speak of a student focusing,
directing, or altering his or her
attention, are emphasis is on the
cognitive activity involved.
 Human Information Processing: Processes
Sensory register has a large capacity as
it has been mentioned. Short term store
has a limited capacity. Not all the
information represented in sensory
register can fit into STS. Attention
determines which information
transferred to is STS and which
information is not attention can be
engaged selectively or automatically.
 Human Information Processing: Processes
Selective attention is under the control
of the learner. Learners have the ability
to orient their cognitive effort to water
particular source of information in the
environment. Student in a classroom can
make a conscious effort to attend the
speech and actions of the teacher. A
student can also direct his or her
attention to other information available
in the classroom environment.
 Human Information Processing: Processes

Automatic attention processing information without effort. The

mention of the name and the conversation that follows becomes an
information transferred from sensory registered to STS by means of
the process of attention. Controlling, or at least guiding the attention
of the student is something teachers attempt every hour of every
school day.
 Human Information Processing: Processes
1. When place in a room with different groups
of people from different backgrounds,
conversation deals with different topics
among different groups of individuals. It
would be impossible for someone to render
cognition to each of the different groups.
However when suddenly somebody calls a
name, the person called automatically drew
his attention.
 Human Information Processing: Processes
1. Encoding
2. To encode, means to convert a message into a code. In information
processing theory, encoding is the process of converting a message
from the environment to a cognitive code so that the information can be
stored and later remembered (Kulhavy, Schwartz, Peterson 1986)
 Human Information Processing: Processes
Maintenance Rehearsal
Keeps information available in STS by keeping
the information “activated”. Repeating a
telephone number over and over to maintain
the information long enough to dial it, is
maintenance rehearsal.
 Human Information Processing: Processes
Elaborative Rehearsal
Is a type of encoding that relates new
information to information already stored.
This stimulus information become
becomes transform because of the learner
elaborates in in some way. The student
after reading a description of a concept,
might generate an example of that
concept.
Human Information Processing: Processes
Retrieval
Is the process that transfers
information from LTS to STS
Murdock ( 1974 )defines retrieval
as the utilization of stored
information.
 Human Information Processing: Processes
1. Reconstructive retrieval
retrieval of the sort can be viewed as a type of
problem solving. The learner uses logic,
retrieval cues, and prior knowledge to
reconstruct information ( lendsay and Norman,
1977). Reconstructive retrieval is a highly
sensitive to the particular knowledge and
experiences toward in a learner’s LTS,.
 Human Information Processing: Processes
Automaticity
The development of automaticity allows learner to perform cognitive tasks
without any cost in capacity period this is crucial point for a teacher period
automaticity in processing is something with desire for our student.
Human Information Processing: Processes
Automaticity
Three stages in the development of automaticity in reading:
Stage 1. Inaccuracy - words are not accurately recognized.
Stage 2. Accuracy – words are recognize, but not only with effort.
Stage 3. Automaticity – words are recognized without great cognitive
effort, reading proceeds automatically.
 Human Information Processing: Processes
Using Prior knowledge to learn
There are ways of using prior knowledge to learn. The approach that a
teacher uses to help bridge the gap between the materials he wants
students to learn and their prior knowledge depends on the use to
which this material will be put. Using prayer knowledge to avoid
memory is an important application of information processing theory.
 Human Information Processing: Processes
Imagery
Can be considered a form of elaborative encoding. Mental images or
mental pictures sounds smells and so on. Mental images can be
retrieved. For example, we may retrieve an episode of memory in the
form of an image from long-term store we can also construct images
during encoding to help us remember information better.
 Human Information Processing: Processes
Mnemonics
are techniques that help us to organize or
elaborate information we wish to retain.
Mnemonics work by relating well known or
familiar information to a no information to
be learned ( Houston 1986 ). Mnemonic
devices have been demonstrated to be useful
for student of all ages, including preschool
students.
Human Information Processing: Processes
Rhymes Letter and sentence Mnemonics
Human Information Processing: Processes
Peg Mnemonics Stories
Human Information Processing: Processes
Keyword Mnemonics
 Human Information Processing: Processes
Using Prior knowledge to learn
There are ways of using prior knowledge to learn. The approach that a
teacher uses to help bridge the gap between the materials he wants
students to learn and their prior knowledge depends on the use to
which this material will be put. Using prayer knowledge to avoid
memory is an important application of information processing theory.
 Bio-Cultural Theories of Cognition
-an integration of both biological
anthropology and social/cultural
anthropology.
-involves integrating how cultures approach
health and healing based on gender, class,
age , education and their own traditional
experience with illness and healing.
 Bio-Cultural Theories of Cognition
Many appear to have concluded that a major part of the
problem lies in the cultural and language discontinuities
between the minorities at and the schools, and institution
reflecting the culture and language of the dominant group in
the society. This discontinuities to use maybe language and
communication, cognition, social interaction pattern, culture or
values. Studies will focus on persistent disproportionate school
factors of a cultural minority groups
 Bio-Cultural Theories of Cognition
One aspect of culture that affect variability in school
performances is language based on bilingual language office,
1986. Some language minorities do not do well in school some
language minorities do quit well of both 1974. Studies have
shown that the relative minority school failure is not cause
primarily by the fact that minority children speak a different
language or come from a different cultural and language
background.
 Bio-Cultural Theories of Cognition
That they not do not speak the same language or come from
the same culture as the dominant group in society was
language and culture are reflected in instruction and cultural
practices in school.
 Bio-Cultural Theories of Cognition
Second in some instances the minority group does poorly in
school in the country of its origin where it’s language and
culture are more or less similar to the language and culture of
the dominant group. However, with members of the same
minority group migrate to another society they tend to be quiet
well in school even though their language and culture are now
less similar to the language and culture of the dominant group
controlling their schools.
 Microgenetic Analysis
1. -detailed examination of how child solves a problem on
a particular learning situation or in the succeeding
learning activities that immediately follow.

2.Metacognition
3. -individuals knowledge and control of cognitive
activities.
Nativism
-views human as endowed with
genetic traits seen in all members of
the species, in regardless of
differences in their environments.
 Sociobiology
1.Focuses on the study of society using the
methods and concepts of biological science.
Ethology
- points to genetically survival behaviors
assumed to have evolved through natural
selection.
- emotional relationship are important for
survival.