Module 10 Information Processing

MODULE 10:
INFORMATION PROCESSING
I. LEARNING OUTCOMES
After this module, the students must have:
1. Describe the processes involved in acquiring, storing and retrieving
knowledge.
2. Cite educational implications of the theory Information processing.
II. CONTENT DISCUSSION OR ABSTRACTION
A. INTRODUCTION:
Information processing is a cognitive theoretical framework that
focuses on how knowledge enters and is stored in and is retrieved from our
memory. It is one of the most significant cognitive theories in the Last
century and it has strong implications on the teaching-learning process.
B. ABSTRACTION/GENERALIZATION
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. In fact, those who program and design computers aim to make
computers solve problems through processes similar to that of the human
mind. Read on to know more about IPT.
Cognitive psychologists believe that cognitive processes influence
the nature of what is learned. They consider learning as largely an internal
process, not an external behavior change (as behaviorist theorists thought).
They look into how we receive, perceive, store and retrieve information. They
believe that how a person thinks about and interprets what s/he receives
shapes what he/she will learn. All these notions comprise what is called the
information processing theory.
IPT describes how the learner receives information (stimuli) from the
environment through the senses and what takes place in between determines
whether the information will continue to pass through the sensory register,
then the short term memory and the long term memory. Certain factors
would also determine whether the information will be retrieved or
“remembered” when the learner needs it. Let us go into the details.
We first consider the types of knowledge that the learner maybe receive.
“Types of knowledge”
 General vs. Specific: This involves whether the knowledge is useful

in many tasks, or only in one.
 Declarative: This refers to factual knowledge. They relate to the
nature of how things are. They may be in the form of a word or an
image. Examples are your name, address, a nursery rhyme, the
definition of IPT, or even the face of your crush.
 Procedural: This includes knowledge on how to do things. Examples
include making a lesson plan, baking a cake, or getting the least
common denominator.
 Episodic: This includes memories of life events, like your high the
functioning school graduation.
 Conditional: This is about “knowing when and why” to apply
declarative or procedural strategies.
Stages in the Information Processing Theory
The stages of IPT involve the functioning of the senses, sensory register,
short term memory and the long term memory. Basically, IPT asserts three primary
stages in the progression of external information becoming incorporated into the
internal cognitive structure of choice (schema, concept, script, frame, mental model,
etc).
These three primary stages in IPT are:
a) Encoding: Information is sensed, perceived, and attended to.

b) Storage: The information is stored for either a brief or extended. Period of
time, depending upon the processes following encoding.
c) Retrieval: The information is brought back at the appropriate time, and
reactivated for use on a current task, the true measure of effective memory.
What made IPT plausible was the notion that cognitive processes could be
described in a stage-like model. The stages to processing follow a trail along which
information is taken into the memory system, and brought back (recalled) when
needed. Most theories of information processing revolve around three main stages in
the memory process:
Sensory Register
The first step in the IP model, holds all sensory information for a very brief
time.
 Capacity: Our mind receives a great amount of information but it is more

than what our minds can hold or perceive.
 Duration: The sensory register only holds the information for an extremely
brief in the order of 1 to 3 seconds.
 There is a difference in duration based on modality: auditory memory is more
persistent than visual.
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 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.
 Before information is perceived, it is known as “precategorical” information.
This means that until that point, the learner has not established a
determination of the categorical membership of the information. To this point,
the information is coming in as uninterpreted patterns of stimuli. Once it is
perceived, we can categorize, judge, interpret, and place meaning to the
stimuli. If we fail to perceive, we have no means by which to recognize that
the stimulus was ever encountered.
Short Term Memory (STM or Working Memory)
 Capacity: The STM can only hold 5 to 9 “chunks” of information, sometimes

described as 7+/- 2. It is called working memory because it is where new
information is temporarily placed while it is mentally processed. STM maintain
information for a limited time, until the learner has adequate resources to
process the information, or until the information is forgotten.
 Duration: Around 18 seconds or less. To reduce the loss of information in 18
seconds, you need to do maintenance rehearsal. It is using repetition to keep
the information active in STM, like when you repeat a phone number just
given over and over.
Long Term Memory (LTM)
The LTM is the final or permanent storing house for memory information. It
holds the stored information until needed again.
 Capacity: LTM has unlimited capacity.

 Duration: Duration in the LTM is indefinite
Executive Control Processes
The executive control processes involve the executive processor of 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
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 adding additional ideas to new information based on what
one already knows. It is connecting new info with old, to gain meaning.
 Visual Imagery: This means forming a “picture” of the information.
 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 ‘list’ most 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.
The Information Processing Model
Information is received through the senses and goes to the sensory memory
for a very brief amount of time. If not found relevant, information may decay It goes
to the STM and if given attention and is perceived and found to be relevant, it is
sent to the LTM. If not properly encoded, forgetting occurs Different cognitive
processes applied to the information will then determine if information can be
retrieved when needed later.

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MODULE 10:

II. CONTENT DISCUSSION OR ABSTRACTION

 General vs. Specific: This involves whether the knowledge is useful

Stages in the Information Processing Theory

These three primary stages in IPT are:

a) Encoding: Information is sensed, perceived, and attended to.

 Capacity: Our mind receives a great amount of information but it is more

The Role of Attention

 To bring information into consciousness, it is necessary, that we give

Short Term Memory (STM or Working Memory)

 Capacity: The STM can only hold 5 to 9 “chunks” of information, sometimes

Long Term Memory (LTM)

 Capacity: LTM has unlimited capacity.

Executive Control Processes

The executive control processes involve the executive processor of what is

Forgetting is the inability to retrieve or access information when needed.

Methods for Increasing Retrieval of Information

 Rehearsal: This is repeating information verbatim, either mentally or aloud.

Other Memory Methods

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