Scribd
Upload
17 views24 pages

MODULE10

Uploaded by

cuetoleamae84
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
17 views24 pages

MODULE10

Uploaded by

cuetoleamae84
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 24

Unit 3.

2 : Cognitive
Perspective
MODULE 10:

I N F O R M AT I O N P R O C E S S I N G
Information Processing
- a c o g n i t iv e t h e o ri t ic a l f r a m e w o r k t h a t
f o c u s e s o n h o w k n o wl e d g e e n t e rs a n d i s s t o r e d
i n a n d i s r e t rie v e d f ro m o u r m e m o r y.

- i t i s o n e o f t h e mo s t s i g n i f i c a n t c o g n i t i v e
t h e o r i e s i n t h e l a s t c e n t u ry a n d i t h a s s t r o n g
i mp l i c a t i o n s o n t h e t e a c h i n g -l e a r n i n g p r o c e s s .
INFORMATION PROCESSING
THEORY

Types of
Knowledge Stages Executive
General/ Control
Specific Processes
Encoding
Declarative
Storage
Procedural
Retrieval
Episodic

Conditional
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.
Information Processing Theory
- 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, also
determine whether the information will be
retrieved or

"remembered" when the learner needs it.


TYPES OF KNOWLEDGE

General vs. Specific:


This involves whether the knowledge is
useful in many tasks, or only in one.

Declarative
- refers to factual knowledge. They
relate to the nature of how things are. They
may be on the form of a word or an image.
STAGES IN THE INFORMATION
PROCESSING THEORY
The stages of IPT involve the functioning of the
senses, sensory register, short-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.).
What made IPT plausible is the motion
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 the three main stages
on 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 period - 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 conciousness, it is
necessary that we give attention to it. Such that,
we can only perceive and remember later 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 involvws novelty, surprise, salience,
and distinctive.
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 maintains information for a limited
time, until the learner has adequate resources to
process the information, or until the informationis
forgotten.
• Duration: Around 18 seconds or less.

• To reduce the loss of information in 18 seconds, you nees


to do maintenance rehearsal . It is using repetition to
keep the information activein 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 Progress
The executive control processes involve the executive
processor or what is referred to as metacognitive skills.
These processes guide the flow of information throughthe
system, help the learner make informed decisions about
how to categorize, organize or interpret information.

Example of processes: attention, rehearsals and


organization.
Forgetting
- the inabilityto retrieve or access information
when needed.

Two main ways in which forgetting likely


occurs:

• Decay - informationis 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 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 is 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 - Rememberingthe 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 a 'list'
more 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 includesthe loci technique,
acronyms, sentence construction, peg-word
and association tecahniques, among others.
Executive Control Process es (including
Metacognition)
Maintenance Rehearsal Rehearsal, Elaboration,
Meaningful
Learning,Organization,
Visual Imagery,
Generalization
Sensory Short-Term Long-Term
Senses Perceptio
Memory n Memory Memory

Forgettin
Decay Retrieval
g

The Information Processing Model


Information is received throughthe 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 attentionand is perceivedand
foundto 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 will then determine if
information can be retrieved when needed later.
THANK YOU !!!

You might also like