Chapter 8

InformationProcessing

Theory

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Overview

• The Information Processing View of Learning• A Model of Information Processing• Metacognition• Technology As an Information-processing Tool

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The Information ProcessingView of Learning

• Assumptions

Information is processed in steps or stages

There are limits on how much information can be processed at each stage

The human information processing system is interactive

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A Model of Information Processing

• The Sensory Register

Capacity– Very large

Duration– 1 to 3 seconds

Contents– Raw sensory data (encoded in same form as perceived)

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The Nature of Recognition

• The Nature of Recognition Noting key features of a stimulus and relating

them to already stored information• The Impact of Attention

Selective focusing on a portion of the information currently stored in the sensory register

What we attend to is influenced by information in long-term memory

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Short-Term Memory

• Short-Term Memory

Capacity– 5 to 9 chunks of information

Duration– About 20 seconds

Processes– Called working memory because this is where we

encode, organize, and retrieve information Importance

– Working memory capacity related to many academic skills

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Rehearsal

• Rehearsal

Maintenance Rehearsal (rote rehearsal, repetition): Information is repeated over and over again with

no effect on long-term memory storage

Elaborative Rehearsal (elaborative encoding): New information is related to knowledge already stored in long-term memory

See Online Video Case “Cooperative Learning in the Elementary Grades: Jigsaw Model”

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A Model of Information Processing - Organization

• Organization Putting interrelated pieces of information into

chunks• Meaningfulness

When new material can be related to information in long-term memory

• Visual Imagery Encoding Generating images in your mind of objects,

ideas, and actions– Dual coding theory

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A Model of Information Processing – Long-Term Memory

• Long-Term Memory Capacity

– Unlimited Duration

– Permanent, long-term Contents

– Schemata

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Schemata

• How Information is Organized in Long-Term Memory Schemata

– Interrelated networks of associated ideas into which new knowledge is assimilated

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A Model of Information Processing - Forgetting

• Why We Forget

Inadequate Consolidation

– Material not well learned in the first place

Non-Meaningful Learning

– Unfamiliar information can’t be connected to existing schemes

Few Opportunities for Retrieval

– More short tests help stimulate recall

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A Model of Information Processing – Forgetting Cont.

• Why We Forget (cont’d) Interference From Other Material

– Similar material that require different responses Lack of Retrieval Cues

– Words, phrases, images, sounds that are associated with the learned material

See Online Video Case “Using Information-Processing Strategies: A Middle School Science Lesson”

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Metacognition

• The Nature and Importance of Metacognition Metacognition is our knowledge about

attention, recognition, encoding, storage, and retrieval and how those operations might best be used to achieve a learning goal

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Metacognition – Nature and Importance

• The Nature and Importance of Metacognition

Declarative Knowledge– Knowledge of person, task, and strategy variables

Conditional Knowledge– Knowledge of when to use certain learning processes

Procedural Knowledge– Knowledge of how to use various cognitive

processes

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Metacognition – Age Trends

• Age Trends in Metacognition Primary grade children have limited knowledge of:

– why some material is more difficult to learn than other material

– their memory capability– factors that affect reading

comprehension and recall– why some techniques lead to better

recall than other techniques– when they have learned something

well enough that they can pass a test Metacognitive knowledge develops with age, experience, and instruction

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Technology as anInformation-Processing Tool

• Technology Tools for Writing• Technology Tools for Reading• Technology Tools for Science and Math• Technology Tools for Art and Music• Multimedia, Hypermedia, and Virtual

Environments