LEARNING OBJECTIVE:
Explain the major features of the Cite teaching implications
information processing theory. derived from the theory.
Identify teaching strategies that facilitate the
storing and retrieving of information.
INFORMATION
PROCESSING
Is a cognitive theoretical framework that focuses on how knowledge enters is
stored and retrieved from our memory.
It focus on how people attend to environmental events, encode information to
be learned and relate it to knowledge in memory, store new knowledge in
memory an retrieved it as needed.
INFORMATION PROCESSING THEORY
Describes how the learner receives information (stimuli) from
the environment through the senses and what takes place in
between determine whether the information will continue to
pass through the sensory register to the short term memory
and the long term memory.
NATURE OF INFORMATION PROCESSING THEORY
American psychologist developed Information processing theory
( 1956). Compared human brain to a computer. According to him
information processing in humans involve gathering and
representing information ( encoding), holding information(retention)
and getting at the information when necessary( retrieval).
GEORGE
MILLER
THREE PRIMARY STAGES IN IPT
STORAGE RETRIEVAL
ENCODING The information is The information is
Information is stored for either as brought back at the
sensed, perceived brief or extended appropriate time and
and attended to. period of time, reactivate for use on a
depending upon current task, the true
the process measure of effective
following encoding. memory.
THREE BASIC
COMPONENTS OF IPT SENSORY MEMORY
SHORT TERM MEMORY OR
WORKING MEMORY
LONG TERM MEMORY
SENSORY MEMORY
The first step in the IP model which provide the initial
screening and processing of incoming information.
Deals with any information that can be perceived
through the 5 senses.
It has a very limited capacity.
Duration: 1-3 seconds before information is
forgotten.
SHORT TERM MEMORY
Serves as temporary memory while the information is given
further processing before it is transferred to long memory.
Information in this stage is 15-20 seconds only and can hold
Two strategies before transferred
from 5 t0 9 bits of information only at a given time.
information to long term memory
Maintenance Rehearsal - involves repetition of the information to sustain its
maintenance in the short term memory.
Elaborative Rehearsal - is the process of relating the new information to what is
already known and stored in the long term memory to make new information more
significant.
Mnemonic Imagery
Device
are used for Mental images what is
remembering known. For instance,
information that is to beginning readers use
be memorized. configuration clues, shape
and appearance of word to
help recognize.
LONG TERM MEMORY
the storehouse of information transferred
from short term memory .it has unlimited
space .
SEMANTIC Is the memory of ideas, facts,words and concepts
MEMORY that are not part of the person’s own experience.
Includes the memory of events that happened in
EPISODIC a person’s life, connected to a specific time and
MEMORY place.
PROCEDURAL It is a step by step process
MEMORY presenting the lesson to the class
RETRIEVAL It refers to when a person remembers information
they had stored in their memory bank.
2 WAYS OF INFORMATION RETRIEVAL
1. FREE RECALL OR Free recall is a memory test where an individual is asked to
recall information without any retrieval cues.
CUED RECALL
Cued recall is a memory test where an individual is given retrieval
cues to aid in the recall of information.
It involves providing the learner’s with stimuli as a choices
2. RECOGNITION
to make a decisions or judgement.
FORGETTING
WHY DO WE
FORGET? Is the loss of information, either in the sensory
memory, short term memory or long term memory.
1.DECAY - information is not INTERFERENCE - is the process
attended to and eventually that occurs when remembering
faded away. certain information hampered by
presence of other information.
RETROACTIVE PROACTIVE
INTERFERENCE INTERFERENCE
occurs when you forget a occurs when you cannot learn a
previously learn due to learning a new tasks because of an old task
new task. had been learn.
FACILITATING LEARNER
CENTERED TEACHING
JOCELYN B. REYES
