Module 10 - Informer CREME) Information Processing (joreeniieliannninteete In this Module, challenge yourself to attain the following learning ea outcomes: + describe the processes involved in acquiring, storing and retrieving knowledge. 7 + cite educational implications of the theory on information processing. rT |. information processing is acCognitive theoretical framework that F focuses on how knowledge enters and is stored in and is retrieved rom FS. our memory. It 18-one-oF the most significant Cognitive theories Yn the last century and it has strong implications on the teaching-learning process. My Advance Organizer ew Tnformation Processing Theory Types of Knowledge | L| General / Specific | Procedural } Episodic } Conditional } Executive Control Processes Encoding Storage Retrievalke Leanna: + Declarative r nature of hov an image. EX Form groups of about 3-5 members each. definition of | |. Brainstorm on how you can liken man's cognitive processes, like acquiring information, putting them to memory, remembering, etc., to that of the functioning of a computer 2am Discussion Questior 1, In what ways are our cognitive processes like the functioning of a computer? 2. In what ways do our cognitive processes differ from the functioning of a computer? “an a computer perform all our cognitive processes? Explain your + Procedural - Examples int the least com + Episodic — school gradu + Conditional declarative ¢ - Stages in the Info The stages of | register, short-term three primary stag incorporated into tf script, frame, ment un w) 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. These three primat + Encoding + Storag Cognitive psychologists believe that cognitive processes influence the period of 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 shape what he/she will lear, All these notions comprise what is called the information processing theory + Retrieval time and effective What made 1PT described in a : along which infi IPT describes how the leamer 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” (recalled) when around the three Sensory Regi | 0 The first s when the leamer needs it, Let us go into the details, brief time. We first consider the types of knowledge that the learner may receive, + Cape “Types” of Knowledge mm * General vs, Specific: This involves whether the knowledge is useful +) Dun in many tasks, or only in one. extr = ~Module 10 - Information Processing — 147 * Declarative ~- This refers to factual knowledge, They relate to the nature of how things ore, THEY-AAP VETTE form of a word o1 an image. Examples are your name, address, a nyrsery rhyme, the definition of IPT, or even the face of your crush Procedural — This includes knowledge on how t.do things. ee Examples include making a lesson plan, baking a cake, or getting the least common denominator. Episodig — This includes memories of life events, like your high school graduation, §—§ ~-) —————_—— Conditional — This is about "knowing when and why" to apply declarative or procedural stategies 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, ete.) LAER These three primary stages in IPT are + Encoding — Information is sensed, perceived and attended to : eon g E i -_ Storage — The information is stored for either a brief or extended Beriod of time, depending upon the processes following encoding \ 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 is 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 iiformation processing revolve around the 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 period — in the order of 1 to 3 secondsFace * There is a difference in duration based on mod: inemory is more persistent than visual The Role of Attention ality: auditory 7 ? bing information into consciousness, itis necessary that we give ‘Wenlion to, Such that, we can only perceive and remember Tater ‘hose things that pass through our attention “gat Getting through this attentional filter is done when the learner 's interested in the material; when there is concious control over attention, or when information involves novelty, surprise, salience and distinctiveness. + To e, salience, * 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 ing-tothe stimuli. If we {ail (0 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 maintains information for a limited time, until the learner has adequate resources to process the infor- — mation, 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 qaifenanee rete It is using repetition to keep the information active in'STM, like when you fepeat @ phone number just given over and over. ‘ypng-Term Memory (LTM) —The LTM is the final or permanent storing house for memory information. It holds ihe sired information unt needea again, . @ +, Capacity: LTM has unlimited capacity. +\ Duration: Duration in the LTM is indefinite xecutive The executive control processes involve the @xécutive prosessaDor what is referred to as it skills. These proci the flow of information through the system, help the leamer make informed decisions, uuditory M we give mber later ne learner ntrol over salie tegorical” arner has ership of jing in as |, we can li, If we ¢ that the ormation, memory ed while a limited he infor- need to ep the number memory n. Module 10 - Information Processing about how to vategorize, organize or interpret information Example of Processes are attention, rehearsals and organization ok a) Forgetting is the inability to retriev. € oF access information when | needed, There are two main ways in which forgetting likely occurs * /Deegy ~ Information is not attended to, and eventually “fades” away. Very prevalent in Working Memory im’) */ Interference ~ New or old information ‘blocks’ a 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 inforniation and prior knowledge. Arganization ~ It is making connections among various pieces of informatiort: Info that is organized efficiently should be recalled : Aiioration — is adding additional ideas to new information based on wHiat one already knows. It is connecting new info with old to gain meaning cess to the + 7 Visual Impgery - This means forming a “picture” of the informatio! —— + Generation Things we ‘produce’ are easier to remember than ~ things we ‘hear’ 8 fea Aontext ZRemembering the situation helps recover information. nas Personalizayoh ~ It is making the information relevant to the individual a Other Memory Methods + Serial Position Effect (recency and primacy) — You, will remember the beginning and end oT a ist’ 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 includes the loci technique, acronyms, sentence construction, peg-word and association techniques, among others. ca 119"formation is received through the senses and goes to the sensory memory ‘or @ very brief amount of time. If not found relevant, information may decay g0es to the STMTafid if given attention and is perceived and found to be relevant, it iS3Eht to the LTM. If not properly encoded, forgetting occurs cognitive processes applied to {fe information will then determine if ation can be retrieved when needed later. ffer Read more on specific mnemonic techniques and write about how you can use it to make information processing more effective in yo and your future students. 2. Does forgetting go with advancing in age? What do experts say?to be sours, ine if W you urself nF EE meee git ©) As a small group, cite a teaching implication of the information process given in the Table below: One is done for you 2. If information is not levant it decays. Term Memory and if given attention and is found to be relevant, it is sent to the Long- Term Memory. Process Teaching Implication/s Information is received through [1.1 Be sure thatthe learners’ senses are functioning the senses, well i 22 ld dudes be tnmuenyd be a ply latot ko 3. If information goes to the Short | 3.1 o 1.2 for tu tenes Rincon, kode hous ty Prong ict to owakentne Senay do yore Sie 2.1 Tenor hee bo do geet leanne tis NARS Ho Hepa whe thay eit la 7 he ade vw hu datds Mocakrana shwar sale Cnumeas 32 Vodkag can de cap Baeear sah Ha Ss ey a“ 4.1 4, If information is not properly encoded, forgetting occurs. 42 Moke He dura chee “ " Ff od compu to end donde s1 Moke He Beotgisn cAReh, Ord grductis Re te Uesue al WD Brot be coc Foyt 5. There are methods to increase retrieval of information when needed (see methods on page 112.) $2 Maem Boar on mena 4 009 Wohie ~ FO Memes mush Yous Op pirohen oe vou) or m7 ahead?‘ASIITATING LEARNING * ‘earch oF study related to information processing, Fill out the matrix below Problem Research Methodology Conclusions/Recommendations123 Module 10 ~ Information Processing esses involved in acquiring, storing and retrieving knowledge 2. Cite educational implications of the theory on information processing Your 5-minute non-stop writing begins NOW! From the Module on Information Processing, I realized that Asma ot gat aru kanal tip, ona_and) v9 bet our _ pons oe. oer ‘ond to bs gartesa 9 ee a age Nie pod to hme hah undwnten dow Korendlpreeeeug, z tg ve te eux bod skips ood tity, Utd ae res vom b Wt, = ‘ a wie Shed ot he us ord. “Wme ech oy genes 0 a2 MSY ons een Longs a Leroi ene he grouse