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1. Current Events
Week 3
Cognition & Information
Processing
Rebecca West & Sami
Vindigni

2. Information Processing and Memory:
Theory and Applications
SUMMARY
This article provides an overview of the theories associated with cognition
and information processing. The authors describe the historical
perspectives of cognitive psychologists related to memory retention. The
interconnected nature of these various models is also discussed.
Throughout the article, it is repeatedly mentioned that even though
cognitive psychologists agree upon certain aspects of information
processing, the area of memory is still of great debate. Some models, such
as the stage model, describe memory retention as sequential, with new
stimuli traveling through different levels of memory in stages. The Stage
Model by Atkinson and Shiffrin (1968) is the most commonly used model for
information processing. Other, more recent, models see it to be a more
“free-flowing” process where multiple stimuli are processed simultaneously.
The final sections of this article discuss the educational implications of
information processing and memory retention. The Taxonomy of the
Cognitive Domain has individuals use more complex reasoning skills as
they better understand the concepts being taught. Cognitive psychologist
continue to investigate and debate the way information is processed in the
human brain. No matter the model supported, all agree it is essential that

3. Examples
Becki
In a 2nd grade classroom,
students are learning their
doubles facts. The teacher
presents a poem that links
each sum to a rhyming
word or action. Students
revisit and recite this poem
each time they encounter a
doubles fact throughout
the lesson. This type of
rehearsal will help students
keep the information until it
can be processed by the
brain.
Sami
Ms. Wills 4th class reviews
math facts every morning.
The students have been
doing this morning drill
ever since 1st grade. Ms.
Wills transitions into her
math lessons which always
involve the operations
reviewed that morning.

4. Opinions
Becki
As an educator, I agree that
there are various ways for
students to retain information
learned. I do not know if
there truly is one “right
answer” when it comes to
memory retention. The
various theories presented
each offer different ideas
which are valid and
applicable in the classroom
environment. I believe that
defining one particular theory
as the right one may not be
the best practice, as no two
learners are alike.
Sami
I believe that having students
connect prior knowledge to new
skills is an effective way to
remember the information. I
think that the Taxonomy of the
Cognitive Domain is great for
promoting real world skills for the
typical learner. My hesitation with
being fully on board with the
Taxonomy of the Cognitive
Domain is that one must go
through all the levels to show
they mastered the topic but I feel
like it should be more
individualized. Some students
may only ever be able to reach

5. The Information Processing
Approach to Cognition
SUMMARY
The second article reviewed this week discusses the principles of information processing with a
direct focus on the implications for classroom instruction. Four models are described; the stage
theory model, levels of processing theory, parallel-distributed processing, and connectionistic.
Many theorists have differing ideas on the best practices for information processing but most agree
that there are 4 general principles. It is generally agreed upon that there is limited capacity,
meaning only a certain amount of information can be processed, and that part of that capacity is
used by a control mechanism of some sort. It is also consistent through most models that we are
constantly using gathered and stored information. The idea that all humans are in some way
genetically wired to collect and organize information presented by stimuli is also a point of
consensus among researchers. The dominant ideology of memory retention is the stage theory
model, where information travels sequentially from sensory memory, to short term memory, and
finally to long term memory. During sensory memory, it is essential that learner focus is maximized
in order to produce maximum results. Short term memory, or working memory, is information that
must be repeated or built upon if it is to be committed to long term memory. Several methods of
elaboration can be used in order to commit information to long term memory, memory that can be
easily or unknowingly recalled. These long term memories includes declarative memory, or
spoken of information, procedural memory, which is “how to” information, and imagery. The
acquisition of new information is an essential process that must be understood by educators in
order to positively impact classroom learning

6. Examples
Becki
Within a math lesson a
fourth grade teacher gains
student attention by using
a clapping signal that
engages the students.
She reviews the material
covered in yesterday’s
lesson and connects the
learning to their objective
for the day.
Sami
Students in Mr. Johnson’s
class are being tested on a
whole text book. Mr.
Johnson wants the class to
study the book. One
student asked “What are
the important parts we
should remember?” Mr.
Johnson replied: “All of it.”

7. Opinions
Becki
From experience, I know that
learners are able to remember
information that has been
experienced in multiple ways
more easily. Many of the ideas
presented in the graphic titled
“Using the Information
Processing Approach in the
Classroom” are some of the
readily used items in my so-
called teacher toolbox. I have
observed first hand the power
of some of these strategies in
the reinforcement of
information acquisition.
Sami
I thought it was great that this
article gave examples such as
for Sensory memory it
suggested interesting features
and known patterns as ways
for students to attend to the
task. Another great area was
the section on chunking which
is very relevant for teachers.
The best part was the “Using
the information processing
approach in the classroom”
chart! It was a simplified way
for the reader to see the
important principles and how
might they look in our
classroom.

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