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    Flct Information Processing

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    15 views7 pages

    FLCT Information Processing

    Uploaded by

    Michael John Unay

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    © All Rights Reserved
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    ee ee po Information Processing eT jp this Module, challenge yoursei¢ ¢o attain the following learning (Wi, describe the processes involved in acquiring, storing and retrieving knowledge. + cite educational implications of the theory on information processing. Information processing is a cognitive theoretical framework that focuses tow knowledge enters and is stored in and is retrieved from our memory. © tis one of the most significant cognitive theories in the last century and it as strong implications on the teaching-learning process. Executive Control Processes 1. Brainstorm 0° PX, putting them to memory, remember, informe es of a computer. acquiring eT aoe to that of the ; ago Discussion QuesbOE ctenitive processes like the functioning | 1. In what ways a ‘computer? do oar MMMitive processes differ from the Function; 2. In what ways i all our cognitive processes? Explain, “i Yq ation Processing Theory . EO ae how the mind 24 the computer work is @ powerful Analog, The jad cae in the safomttion processing theory (IPT) extend ,,, analogy. In fact, those wha petam and design computers aim to may. computers solve problems thwigh processes similar to that of the hum, mind, Read on to know more shout IPT. Cognitive psychologiss lieve that cognitive processes influence ij, nature of what is learned. Tity consider learning as largely an intema, Process, not an extemal 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 receive shape what he/she will leamAll these notions comprise what is called the information processing theory. Me BS consider ‘Be ‘pe of koowledge tha the learner may receive. Module 10 information Processing 147 clarative — This Tefers to factual knowledge. They relate to the Fe of how things are, may be in the form of a word or y image. Examples are you, name, address; @ nursery rhyme, the Bie, Wi OF evea. the tace of your eruts 1 — This includes knowledge oh how to do things. pips include making a lesson plan, baking a cake, or getting jominator. = This includes memories of life events, like your high peal. This is about “knowing when and why” to apply larative or procedural strategies, the Information Processing Theory stages of IPT involve the functioning of the ariferm memory and the long-term memory, Stages in the progression of external i into the intemal cognitive structure of mental model, etc,), senses, sensory Basically, IPT asserts information becoming hoice (schema, concept, — Information is Sensed, perceived and attended to. ge — The information is stored for either a brief or extended Of time, depending upon the processes following encoding, rieval — The information is brought back at the appropriate € and reactivated for use on a current task, the true measure of ive memory, 2 IPT plausible is the notion that Cognitive processes could be 4 stage-like model. The Stages to processing follow a trail 1 information is taken into the memory system, and brought back needed. Most theories of information Processing revolve main stages in the memory process: of information but it nore than what our minds can hold or perceive, so consciousness, it is necessary thay. a, we can only ereelve and remem © js attentional filter is done when 4, this rial; when there is concious conte ed in the material; 6 ue Gaformation involves Novelty, Surprise, “or when jon is perceived, itis known as “precategey, fon, This means that until that point, the learner vehed a determination of the categorical Membership not established # To this point, the information is coming jg pie Be jams of stimuli. Once it is perceived, yon’ uninterprete’ rs 3 ace meaning to the stimuli, yp ize, judge, interpret and p! Fro purine we bave no means By which to recognize thy a fail to perceive, stimulus was ever encountered. ‘Short-Term Memory (STM or Working Memory) c arp The STM can only hold 5 to 9 “chunks” of information i eeettey described as.7 Itis called working memoy because it is where new information is temporarily placed While it is mentally processed. STM maintains information for a limite time, until the leamer has adequate resources to process the infop 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 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) PEA ETM 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 Cont Processes Se processes guide the flow amer make informed decisions System, help the Ie Interference — information in Rehearsal ~ This is repeating information verbatim, or aloud. Meaningful Learning ~ This is making connections b information and prior knowledge. : Organization — It is making connections among, various pieces information. Info that is organized efficiently should be | + Elaboration — This is adding additional ideas to new information based on what one already knows. It is connecting info with | old to gain meaning. oe Visual Imagery — This means forming a “picture” of the information we Generation — Things we ‘prodyce’ are easier to remember than it 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 a ‘list’ more readily * Part Learning — Break up the ‘list’ or “chunk” information t increase memorization. i Distributed Practice — Break up learning sessions, rather th cramming all the info in at once (Massed Practice) * Mnemonic Aids — These are memory techniques that lea may employ to help them retain and retrieve information effectively. This includes the loci technique, acronyms, construction, peg-word and association techniques, ¢ Tnformation is received trough the senses and goes to the sensory mem, | fora very erin Jf not found relevant, information may pe | It goes to the STM and if given attention and is perceived and found to fe Televant, itis sent to the LTM. If not properly encoded, forgetting occurs Different cognitive processes applied to the information will then determing jg | information can be retrieved when needed later. (CETTE : 1. Read more on specific mnemonic techniques and write about how you an use it to make information processing more effective in yourself and your future students. 2. Does forgetting go with advancing in age? What do experts say? Auer: T Hon) pope ue weenie Kabgigtt Wel HON egos SK we Win, con peORTIA, AHese eAMIGKE “Or ely KD MOH Yow D io) ditt woe, ia @ rey hog’ OME rent wort Wiemonic divides on uoys %D felp me MEAG A AOE do. uth PRON Ngersic eNOS can wick, a0, FEN, AYES thoes ERRNO These Kechndaies ge wearing © soretsing, otdivng) © COM | PPAR wD wha se ty to Od He hcg HORS ot ehh [S90 SAWORCA IK YAN xt SOK

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