All about ipt

2. • Information processing views the mind as a complex ,symbol
manipulating system much like a computer.
• Helps to understand what children of different ages do when
they face with tasks /problems.
• Information processing involves attention, memory and
thinking.
• Within this model humans are compared to computer

3. The Information processing theory
• First advanced by Klahr and Wallace(1976) and Siegler (1998)
• It analyses how children manipulate information, monitor it
and create strategies for handling it.(Halford
&Andrews,2011).
• It emphasizes the detailed analysis of the processes involved
in individual tasks given to a child and his/her ability to meet
the processing demands.

4. Computer hardware
determines the amount of data
it can process and the speed
of processing.

5. Neurological development
determines the human
capacity and speed of
information processing.

6. •From the time an information is presented to the senses as
(Input) until it emerges as behavioural response(output),
information is actively coded, transformed and organized.
•Children’s IP -limited by the capacity and speed and abilty to
process information.
•Cognitive Development depend upon the ability to overcome
processing limitations by
•Acquiring, expanding, executing new knowledge and
strategies.
*IP-Information Processing

7. SPEED AND CAPACITY OF INFORMATION
PROCESSING
•Speed and Capacity- “Cognitive resources”-influences memory
and problem solving .
•Biology and experience contributes to growth in cognitive
resources.(Goldstein,2011;Reed,2010)
•Increases in Speed underlie age related changes in cognitive
skills(Edmonds et.al,2008)
•So processing speed may underlie individual differences in IQ
scores(Thomas &Karmiloff-Smith,2003).
•Speed is linked to Central Nervous System functioning and to
IQ(Correlation of 0.45)

8. •Pruning and other biological changes in the brain-affect the
functioning at structural level.
•Mylination-Increases speed of processing by increasing the
speed of electrical impulses in the brain(Paus,2009)
•Increase in capacity-improves processing of information(Halford
&Andrews,2011;Mayer,2008)
As children’s IP capacity Increases-likely to hold several
dimensions of a topic/problem.

9. MECHANISM OF CHANGE
According to Robert Siegler (1998)-3 mechanisms that
work together to create change in the cognitive skills.
1. ENCODING
2. AUTOMATICITY
3. STRATEGY CONSTRUCTION

10. ENCODING
 The process by which information gets in to memory.
 Changes in children’s cognitive skills depend on increased skills
at encoding relevant information and ignoring irrelevant
information.
Eg: To a 4 yr old, s in cursive writing is a shape very different
from ‘S’ in printed form.
But for a 10yr old –he has learned to encode the relevant facts
that both are letter “s” and he ignores the difference in shape.

11.  Encoding-Initial stage of receiving a stimulus .
 Influenced by Maturation and experience- novices
remember new information less well than an expert.

12.  The ability to process information with little or no effort.
 Practice allows to encode more information automatically.
Eg: If a child has learned to read well, they don’t think about
each letter in a word as a letter ; instead they encode whole
words.
 Once a task is automatic-doesn’t require conscious effort-IP
becomes more automatic.
AUTOMATICITY

13.  “Creation of new procedures for processing information”
Eg. Children’s reading benefits when they develop
strategy of stopping periodically to take stock of what
they have read so far(Pressley,2007)
STRATEGY CONSTRUCTION

14.  Children learn to use what they have learned previously to
adapt their responses to a new situation.
 Metacognition- part of self modification
“Knowing about knowing”(Flavell,2004)
Eg. Children try out different methods and see which they like
the best –Later, learn how to select the best route to solve a
problem-IP become efficient.
*SELF MODIFICATION

15.  “Memory is the retention of information over time”
(Santrock,2013)
 According to Atkinson & Shiffrin(1968),3 stages of mental
processing
1. Sensory memory
 Associated with sensual perception
 Act as portal for all information that is to be a part of the
memory
 Last for about ½ sec to 3 sec.

16. 2. Short term memory
 Working memory
 Conscious/active memory that is actively processed when a
new information is being taken in.
 Lasts for 15-30sec
 May be lost if not rehearsed

17. 3. Long term memory
 Houses all previous perceptions, knowledge and information
learned by an individual.
 Permanent store of information- resides in a dormant state-
until fetched it back into consciousness.
 Information stored for extended period of time and limits of its
capacity is not known.
Chunking and rehearsal helps to keep information as long
term.

18. EXTERNAL
STIMULI
SENSORY
MEMORY
(SM)
SHORT TERM
MEMORY
(STM)
LONG TERM
MEMORY
(LTM)
•In sensory memory-sensual information is held very briefly
before being lost.
•If attended to, analyzed and encoded as meaningful pattern, we
say that it has been perceived- enters STM. If nothing further is
done –information shall disappear within 15-20 sec
•If STM is further processes –Information will be encoded into
LTM-remains forever

19. • Attention is the focusing of mental resources.
• Improves cognitive processing for many tasks.
• Children allocate attention mainly in 4 ways:
 Selective attention-Focusing on a specific aspect that is
relevant while ignoring other irrelevant things.
 Divided attention- Concentrating on more than one activity
at the same time.

20.  Sustained attention-Ability to maintain attention to a
selected stimulus for a prolonged period of time.
 Executive attention- Involves action planning, allocating
attention to goals, error detection and compensation
,monitoring progress on tasks and dealing with novel or
difficult circumstances.
Attention and memory –steps towards
“thinking”

21. “Thinking is the manipulation of mental representation”

22. Incoming
stimulus
information
Stage 1- Stage 2- Stage3- Stage 4- Stage 5-
FIG.: An information processing system-Some stage depends on Short term
memory and long term memory and require some attention
1.SENSORY PROCESSING
2. PERCEPTION
3. DECISION MAKING
4. RESPONSE,SELECTION ,ACTION
5. RESPONSE EXECUTION
MEMORY
ATTENTION

23.  Action that has been taken provides new information-
passed to the system of processing in the ongoing circle
of thought(Douglas,2011)
 The information processing approach –clarifies the
processing of social information.
eg: How children solve social problems and acquire gender
based preferences and behaviours(Crick & Dodge; Liben
&Bigler,2002)-
Helps to design intervention that promote favourable
social development.

24. STEPS IN INFORMATION PROCESSING
1. ENCODING
 Input of the information into the memory system.
 Sensory Information is organized with other similar
information and connect it with existing concepts.
 This occurs through automaticity.
 Types of encoding
 Semantic encoding(encoding of sensory input that has
particular meaning)
 Visual encoding(encoding visual sensory information)
 Acoustic encoding(encoding of auditory impulses)

25. 2. STORAGE
 Permanent record of information.
 For a memory to go into storage ,it has to move
through S.M*, S.T.M**,L.T.M***
*S.M-Sensory memory **S.T.M-Short term memory
***L.T.M-Long term memory

26. 3. RETRIEVAL
 Act of getting information out of memory
storage and back into conscious awareness.
 3ways of retrieval
i. RECALL- Accessing information without cues.
ii. RECOGNITION- Identifying information that
was learned after encountering it again-
involves comparison process
iii. RELEARNING- Learning information that was
learned before

27. ENCODING
STORAGE
RETRIEVAL

28.  It acknowledges that humans have immense thinking
capability
 The theory is being utilized in the study of computer or
artificial intelligences
 Looks closely at how stimulation from the environment goes
though the process of attention, perception and storage
throughout a series of distinct memory stores.
 Contributes to learning theories.
CONTRIBUTIONS/STRENGTHS OF
INFORMATION PROCESSING THEORY

30. CRITICISMS OF INFORMATION PROCESSING
THEORY
 The metaphor of the computer is off-putting to many people.
No current computer program can be truly simulate the full
range of human cognition.
 It doesn’t account for fundamental developmental changes in
the brain.
 It gives excess focus on the internal cognitive processes, and
pays little focus on environmental influence or the nature of
external stimuli to which the individual is exposed to.

31.  Impacts of emotions or behaviours on cognitive
processing is not explained.
 It doesn’t consider individual or cultural differences.