INFORMATI

ON
PROCESSING
THEORY
By ATKINSON AND SHIFFRIN

GROUP 1
Learning OBJECTIVES
0 02
1Discuss the Information
processing theory by
Understand the process of
Memorizing, multi-store
Atkinson and Shiffrin model and types of memory
RICHARD ATKINSON
Richard Atkinson was born on March
19, 1929, he is an American professor
of psychology and cognitive science
and an academic administrator.
RICHARD SHIFFRIN
Richard Shiffrin was born on March 13, 1942, he is
an American psychologist, professor of cognitive
science in the Department of Psychological and
Brain Sciences at Indiana University, Bloomington.
He contributed a number of theories of attention and
memory to the field of psychology.
 Memory is the record of experiences.

It is the storehouse of the mind, the reservoir

memory of accumulated learning.

It is a complex physical and mental process.

It can be defined as storing the learned

information for retrieval and future use.
INFORMATION PROCESSING
• Information processing is a cognitive activity in which the human
nervous system receives an input of information through sense
organs, transforms, stored, and retrieved it when needed.
• The information processing approach to understand human memory
is based on the functioning of digital computers that takes items of
information in; processes them in steps; and then produce an
output.
• The model of learning that examines how we learn using the Mind
as a Computer metaphor
 THREE step process
of memorizing
0 Encoding 02 Storage 03 Retrieval
The process through which information is The process through which The process through which

1
converted into a form that can be entered
into memory.
information is retained in
memory over varying
the information stored in
memory is located and
periods. accessed when it needed.
There are 3 main ways in which
information can be encoded:
1.Visual (picture)
2.Acoustic (sound)
3.Semantic (meaning)
Multi-Store Memory Model
three types of memory
0
Sensory Memory
1 • Stimuli from the environment (sight,
sound, etc.) constantly bombard our
body’s mechanism for seeing, hearing,
tasting, smelling and feeling.
• Sensory memory is the initial
processing that transforms these
incoming stimuli into information so
we can make sense of them.
02
Short-term Memory (STM) or
Working Memory
• Refers only to the temporary stage of
information in memory.
• It just usually means storage, the
immediate memory for new
information that can be held for 15-20
seconds.
• To retain information in working
memory following steps are to be
followed:
•Chunking
•Mnemonic Devices
•Rehearsal
forgetting
• Forgetting or disremembering is the apparent loss
or modification of information already encoded and
stored in an individual’s short or long-term
memory.
• It is spontaneous or gradual process in which old
memories are unable
03
Long-Term Memory (LTM)
• Refers to the memory process in the
brain that takes information from the
STM store and creates long-lasting
memories. These memories can be
from an hour ago or several decades
ago.
• Unlimited storehouse of information
• Permanent store of information
• Long-term memory is not a single
store and is divided into 2 types:
explicit (conscious) and implicit
(casual or unconscious).
two types of long-term memory
Explicit Implicit
The information we memorize consciously. The information we store or remember
unconsciously.
• Episodic memory- responsible for storing
information about event (i.e. episodes) • Procedural memory- responsible for
that we have experienced in our lives. It knowing how to do things, i.e., memory of
involves conscious thought and is motor skills. It does not involve conscious
declarative. (i.e. it’s unconscious automatic) thought
• Semantic memory- responsible for storing and is not declarative.
information about the world. This includes • Emotional memory- shorthand for
knowledge about the meaning of words, as denoting the memory of experiences that
well as general knowledge. evoked an emotional reaction.
Educational Implications of Multi
Store Model of Memory by
Atkinson and Shiffrin
1.Plan for higher Attention Span.
2.Use attention signals.
3.Keep students attention engaged.
4.Respect attention limit.
5.Follow chunking, mnemonic devices and rehearsal techniques.
6.Help students for effective storage and retrieval.
7.Implicit and explicit memory.
8.Take efforts to minimize students forgetting.
 Criticism of Atkinson Shiffrin
View of Learning
• The model is oversimplified, in particular when suggests that
both STM and LTM each operate in a single, uniform fashion. We
now know this is not the case. It has now become apparent that
both STM and LTM are more complicated than previously
thought.
• It assumes that each of the stores works as an independent unit.
• The model does not explain memory distortion.
• The model does not explain why some things may be learned with
a minimal amount of rehearsal.
General
Intelligence
By CHARLES SPEARMAN
Learning
Outcome
At the end of this topic, you should be able to;
• Understand what general intelligence is means.
• What is the 5 components of general intelligence
and;
• Lastly, explain what is the g and s factor.
 General intelligence, also known as g factor,
refers to a general mental ability that,
according to Spearman, underlies multiple
specific skills, including verbal, spatial,
What is numerical and mechanical.

General
Intelligence?
COMPONENTS OF GENERAL
INTELLIGENC (G FACTOR)
 This relates to a person's abilities to interpret
and manipulate visual information, such as
putting together puzzles and copying complex
shapes.

Visual-spatial
processing
 This involves an individual's capacity to solve
problems that involve number.

Quantitative
reasoning
 This is a person's general understanding of a
wide range of topics and can be equated with
crystallized intelligence.

Knowledge
 This involves the ability to think flexibly and
solve problems.

Fluid reasoning
 This involves the use of short-term memory
such as being able to repeat a list of items.

Working
memory
Spearman’s Two-factor Theory of
Intelligence
Thank you
for listening!