The information processing approach views the human mind like a computer with limited cognitive resources. It focuses on the basic mental processes of attention, perception, memory, and decision making. According to this approach, memory involves different systems - sensory register, short-term memory, and long-term memory. Information is encoded, consolidated, stored, and retrieved through these memory systems. As children develop, their memory improves due to growth in basic cognitive capacities, use of effective memory strategies, and increased knowledge about memory and the world.

1. Information Processing Approach

2. ContentsOverview of the information processing approachMemory systemsInformation processing in the child

3. OverviewHuman mind is like a computerLimited capacity associated with ‘hardware’ and ‘software’ - Eg. Hardware of the mind  nervous system, software  strategies, mental ‘programmes’ that affect information processingEmphasizes basic mental processes involved in attention, perception, memory, and decision making

4. Memory systems

5. Memory systems

6. Sensory RegisterLogs information for about a fraction of a second as a kind of afterimageMuch information disappears without further processingIf the need to remember is sensed it will be moved into short-term memory

7. Short-term memoryHold limited amount of information for several secondsPassive and active (working memory)Working memory: temporarily stores information while working on itTo be remembered for any length of time, information must be moved from short-term memory into long-term memory

8. Long-term memoryRelatively permanent store of information Information retrieved from long-term memory

9. Process of learning and remembering

10. Process of learning and rememberingEncoding – getting the information into the systemConsolidation – information is processed and organized in form suitable for long term storageStorage – holding of information in long-term memoryRetrieval – process of getting information out when needed

11. RetrievalCan be accomplished in several waysRecognition memory Eg. Multiple choice questionsRecall memoryEg. Open ended questionsCued recall memoryEg. Open ended questions with hint or cue to facilitate retrieval

12. Information Processing in the Child

13. Memory DevelopmentFour major hypotheses to explain improvements in learning and memory1. Changes in basic capacities2. Changes in memory strategies 3. Increased knowledge about memory4. Increased knowledge about the world

14. Memory DevelopmentChanges in basic capacitiesNeural advancement in their brains  more working memory space  ability to process information fasterChanges in memory strategiesLearned and consistently use effective methods for putting information into long-term memory and retrieving it when they need it

15. Memory DevelopmentIncreased knowledge about memoryKnow more about memory, eg. Which strategy fits what taskIncreased knowledge about the worldKnowledge makes material to be learned more familiar and easier to learn and remember

16. Memory StrategiesRehearsalRepeating of items to be learned and rememberedOrganisationClassifying items into meaningful groupsElaborationActively create meaningful links between items to be remembered

17. Phases of using memory strategiesMediation deficiencyCannot spontaneously use or benefit from strategies despite being taught howProduction deficiencyCan use strategies taught but do not produce their own strategiesUtilisation deficiencySpontaneously produce strategy but task performance does not benefit from strategyEffective strategy use

18. The End!