Information

Processing
Theory
Information Processing Theory :
A theoretical perspective that focuses on
the specific ways in which people mentally
acquire, interpret and remember information
and how much processes change over the
course development.
 
The Three Primary Processes
I. Encoding. This when the information in our
environment is being sensed, perceived or attended to.

II. Storage. After we encode the information, it is

stored for either a short or long period of time
depending on how we process or encode the said
information.

III. Retrieval. The stored information is retrieved

when needed in a certain task.
The Three Main Stages of
Information Processing
 1. Sensory Memory
• In this stage, our mind holds the
information for extremely brief period of
time, since it receives a great amount of
information more than it can hold or
perceive.

• In order for the information to proceed to

the next stage, that information must be
attended to, or must be familiarized by
the thinker. In addition, the duration is
different among the senses, like auditory
memory is more persistent than visual
memory.
2. Short-Term Memory
• This memory is also called working memory
because this refers to what we are
thinking in a certain moment of time. This
stage is created if we attend to an
external information, a thought that
popped in our head or both.

• The duration of the information while in

the STM is dependent on how we organize
or practice/repeat that information. Thus,
organization and repetition, plus chunking
or grouping, can help the information
proceed to the next stage.
3. Long-Term Memory
• This is the final stage of memory
wherein the information can be
stored permanently until needed. Its
capacity is unlimited and its duration
is indefinite.

• The processes are said to be

controlled and regulated by an
executive processing system, more
popularly known as metacognition.
George A. Miller
George A. Miller has
provided ideas that
are fundamental to
cognitive psychology
and the information
processing framework.
Information Processing
Is another way of examining and
understanding how children develop
cognitively.

By ages 2 to 5 years, most children have

developed the skills to focus attention for
extended periods, recognize previously
encountered information, recall old
information, and reconstruct it in the present.
Part of long-term memory involves storing
information about the sequence of events
during familiar situations as "scripts".

Children ages 2 through 5 also start to

recognize that are often multiple ways to
solve a problem and can brainstorm
different (though sometimes primitive)
solution.
Between the ages of 5 and 7, children
learn how to focus and use their cognitive
abilities for specific purposes.

This skill is obviously crucial for children

starting school who need to learn new
information, retain it and produce it for
tests and other academic activities.
Metacognition
Knowledge and beliefs about one’s own
cognition processes, as well as efforts to
regulate those cognitive processes to
maximize learning and memory.

Cognitive Strategies
Specific mental processes that people
intentionally use to acquire or manipulate
information.
 For the Teacher:
Promoting Metacognitive and Strategic Development
• Model and teach effective cognitive
strategies.

• Expect and encourage increasingly

independent learning overtime.

• Provide opportunities for children to

evaluate their own learning, and help
them develop mechanisms for doing so
effectively.