Mina (M1-BSED)

INFORMATION PROCESSING THEORY

Nature of Information Processing

1. Developed by American Psychologist and George A. Miller on 1950’s.

2. Pertains to the study and analysis of what occurs in the person’s mind as he or she received a
little bit of information.

Basic components of IPT Model

 Sensory Memory
 Short-term memory
 Long-term memory

 Miller compared the IPT in the computer. The input is the information that we give to the
computer – or to our brains – while the CPU is likened to our short-term memory, and the hard-
drive is our long term memory

SENSORY MEMORY

3. The state in which the stimuli sensed (heard, see, touched, smelled, tasted) are temporarily held
in mere seconds for the information to be processes further
4. Information is gathered via the senses through a process called transduction
5. Information are held here only for about 3 seconds only then to be transferred to our short-
term memory

SHORT- TERM MEMORY/ WORKING MEMORY

6. Serves as temporary memory while the information is given further processing before
transferring to Long-term memory
7. 15- 20 seconds
8. Information is maintained in the working memory through maintenance, or elaborative
rehearsal. Maintenance refers to repetition, while elaboration refers to the organization of
information.

LONG-TERM MEMORY

9. Storehouse of information transferred from short-term memory.

10. Has unlimited space

Encoding Information into long-term memory

 Breaking up information into smaller parts

 Make it meaningful
 Connect the dots
 Repeat, repeat, repeat
PROBLEM SOLVING – MODULE 11

Problem Solving

11. Refers to cognitive processing directed at achieving a goal for which the problem solver does not
initially know a solution methos

TYPES OF PROBLEMS

1. WELL-DEFINED PROBLEM

- Provides all the information required to solve it such as concepts, rules.

Example: arithmetic problem

2. ILL-DEFINED PROBLEM

- one where the initial state of the problem is given but what the goal state looks like is not provided

Example: essay

PROBLEM SOLVING CYCLE

Step 1: Identify the problem and opportunities

Step 2: Explore possible strategies

Step 3: Set Goals

Step 4: Look at Alternatives

Step 5: Select a possible solution

Step 6: Implement a possible solution

Step 7: Evaluate the result

STRATEGIES IN PROBLEM SOLVING

Heuristic- general problem-solving framework

Trial and Error- Continue trying different solution until the problem is solved

Algorithm- is the use of a series step by step process to solve a problem

INSTRUCTION THAT PROMOTES PROBLEM SOLVING

1. LOAD-REDUCING METHOD- aim to reduce cognitive load required to solve the problem
 2. STRUCTURE-BASED METHOD- help the learner to select, organize, and integrate information.
3. SCHEMA-BASED METHOS- provide or activate existing schema
4. GENERATIVE METHODS- requires learners to make connection between existing knowledge and
new information
5. GUIDED DISCOVER METHODS- provide various level of guidance, depending on the skill.
6. MODELING METHODS- provide learners with model of problem solving for learners to mimic.
7. TEACHING THINKING SKILLS- teaches generalizable problem solving strategies.

MODULE 15

Neo-behaviorism

-Is an approach to psychology influences by logical positivism

TOLMAN’S PURPOSIVE BEHAVIORISM

- He insisted that all behavior is directed because of purpose

TOLMAN’S KEY CONCEPT

Learning is always purposive and goal-directed

- They act on beliefs, attitudes, changings conditions and they strive towards goal.

Cognitive maps on rats

- Individual learned the locations and will select the shortest/easiest path to achieve goal

Latent Learning

- Learning remains or stays with the individual until needed

The concept of intervening variable

- Learning is mediated by expectations perceptions, needs, and other environmental variables

Reinforcement not essential for learning

- Tolman concluded that reinforcement is not essential for learning, although it provided and
incentive for performance.

ALBERT BANDURA’S SOCIAL LEARNING THEORY

- Focuses on the learning occurs within the social context.

- It consider that people learn from one another.

GENERAL PRINCIPLE OF SOCIAL LEARNING THEORY

1. People can learn by observing

2. Learning can occur without a change in behavior
 3. Cognitive plays a role in learning
4. Social learning theory can be considered as a bridge or a transition between behaviorist learning
theories and cognitive learning theories.

HOW THE ENVIRONMENTAL REINFORCES AND PUNISHES MODELING

1. The observer is reinforced by the model

2. The observer is reinforced by a third person
3. The imitated behavior itself to reinforcing consequences
4. Consequences of the model’s behavior affect the observer’s behavior vicariously

COGNTIVE FACTORS IN SOCIAL LEARNING

1. Learning without reinforcement

2. Cognitive processing during learning: attention is a crucial role
3. Expectation: expectation about the consequences
4. Reciprocal causation- behavior can be influenced both by the environment and the person
5. Modeling: live model- actual person. Symbolic model- from other mediums such as movies or
book