The document summarizes four major theories of information processing:
1) The stage theory proposes information is processed and stored in three stages: sensory memory, short-term memory, and long-term memory.
2) The levels-of-processing theory states retrieval depends on the depth of elaboration during encoding, from superficial to deep semantic analysis.
3) Parallel distributed processing theory posits information is processed simultaneously across networks rather than sequentially as in stage theory.
4) Connectionist theory emphasizes information storage in networks of brain connections that become stronger through elaboration.
memory model is part of Cognitive Processes that are used in interface design.information process model consist of sensory,working and long term memory.these memories must be considered while designing interfaces.
memory model is part of Cognitive Processes that are used in interface design.information process model consist of sensory,working and long term memory.these memories must be considered while designing interfaces.
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
cONTENT
1.0 INTRODUCTION
1.1 OVERVIEW OF INFORMATION PROCESSING
2.0 MAJOR THEORIES ON INFORMATION PROCESSING
2.1. STAGE MODEL
2.2 LEVELS-OF-PROCESSING THEORY
2.3 PARALLEL DISTRIBUTED PROCESSING THEORY (PDP)
2.4 CONNECTIONISTIC MODELS
3.0 SENSORY INFORMATION PROCESSING
3.1 AUDITORY INFORMATION PROCESSING
3.2 VISUAL INFORMATION PROCESSING
4.0 ATTENTION
4.1 DIVIDED ATTENTION
4.2 AUTOMATICITY PROCESSING
5.0 HUMAN ERROR
5.1 WHY WE MAKE ERROR?
the presentation is about the encoding, capacity, retention duration, forgetting and retrieval of information in long term memory. it also introduce several studies done
8Cognitive Development Information ProcessingDigital Visi.docxblondellchancy
8Cognitive Development: Information Processing
Digital Vision/Photodisc/Thinkstock
Learning Objectives
After completing this module, you should be able to:
ሁ Identify various components of information-processing theory and explain how they are used to
organize information.
ሁ Synthesize evidence to explain how we know that infants develop memories.
ሁ Trace the expansion of memory development throughout childhood, according to information-
processing theory.
ሁ Explain how verbatim memory trace and gist are integrated into fuzzy trace theory.
ሁ Differentiate between selective attention and sustained attention.
ሁ Appraise available information on attention-deficit/hyperactivity disorder, including standards for
diagnosis, its causes, and treatment.
ሁ Understand how executive function is applied to cognitive development.
ሁ Evaluate the application of cognitive theory to contemporary education.
Section 8.1Information-Processing Approach
Prologue
What is your earliest memory? Although most people think they have memories from when
they were 2 or 3 years old, psychologists have known for a long time that we actually con-
struct early memories from a combination of photographs, stories we have heard, and our
imaginations. We know that infants who escaped the Jewish Holocaust in Germany or the
ethnic cleansing in Bosnia, or who suffered other kinds of trauma, do not have any recollec-
tion of their early childhoods. Children born into privilege with generally happy experiences
have a similar lack of early memory.
But we know that infants do indeed remember from moment to moment. Otherwise, they
would not learn to search for objects, would not be able to distinguish their primary caregiv-
ers from strangers, and would not have consistent preferences for favorite foods and other
stimuli. The information-processing model of cognitive development acknowledges that
memory, along with attention, is a key determinant of the way that a child’s mind develops.
Unlike Piaget’s stage model, information-processing views growth as a steady, progressive
process that is the result of exposure to and processing of information. That is, it describes
incremental improvements in the amount of information that developing children store
and use.
The information-processing approach is a more contemporary theory; it is modeled after
the way in which information flows logically in computers. Because it is theorized that
human information-processing involves the encoding, storage, and retrieval of informa-
tion—just like a computer—the study of memory is an essential part of the theory. As
such, it is a focus of this module. For humans, there is the additional factor of attention.
Without attention, the input of stimuli is modified greatly—if it occurs at all. This module
also explores the issues and potential controversies of a commonly diagnosed attention
disorder. Finally, the module closes with a discussion of how the information-pro ...
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
cONTENT
1.0 INTRODUCTION
1.1 OVERVIEW OF INFORMATION PROCESSING
2.0 MAJOR THEORIES ON INFORMATION PROCESSING
2.1. STAGE MODEL
2.2 LEVELS-OF-PROCESSING THEORY
2.3 PARALLEL DISTRIBUTED PROCESSING THEORY (PDP)
2.4 CONNECTIONISTIC MODELS
3.0 SENSORY INFORMATION PROCESSING
3.1 AUDITORY INFORMATION PROCESSING
3.2 VISUAL INFORMATION PROCESSING
4.0 ATTENTION
4.1 DIVIDED ATTENTION
4.2 AUTOMATICITY PROCESSING
5.0 HUMAN ERROR
5.1 WHY WE MAKE ERROR?
the presentation is about the encoding, capacity, retention duration, forgetting and retrieval of information in long term memory. it also introduce several studies done
8Cognitive Development Information ProcessingDigital Visi.docxblondellchancy
8Cognitive Development: Information Processing
Digital Vision/Photodisc/Thinkstock
Learning Objectives
After completing this module, you should be able to:
ሁ Identify various components of information-processing theory and explain how they are used to
organize information.
ሁ Synthesize evidence to explain how we know that infants develop memories.
ሁ Trace the expansion of memory development throughout childhood, according to information-
processing theory.
ሁ Explain how verbatim memory trace and gist are integrated into fuzzy trace theory.
ሁ Differentiate between selective attention and sustained attention.
ሁ Appraise available information on attention-deficit/hyperactivity disorder, including standards for
diagnosis, its causes, and treatment.
ሁ Understand how executive function is applied to cognitive development.
ሁ Evaluate the application of cognitive theory to contemporary education.
Section 8.1Information-Processing Approach
Prologue
What is your earliest memory? Although most people think they have memories from when
they were 2 or 3 years old, psychologists have known for a long time that we actually con-
struct early memories from a combination of photographs, stories we have heard, and our
imaginations. We know that infants who escaped the Jewish Holocaust in Germany or the
ethnic cleansing in Bosnia, or who suffered other kinds of trauma, do not have any recollec-
tion of their early childhoods. Children born into privilege with generally happy experiences
have a similar lack of early memory.
But we know that infants do indeed remember from moment to moment. Otherwise, they
would not learn to search for objects, would not be able to distinguish their primary caregiv-
ers from strangers, and would not have consistent preferences for favorite foods and other
stimuli. The information-processing model of cognitive development acknowledges that
memory, along with attention, is a key determinant of the way that a child’s mind develops.
Unlike Piaget’s stage model, information-processing views growth as a steady, progressive
process that is the result of exposure to and processing of information. That is, it describes
incremental improvements in the amount of information that developing children store
and use.
The information-processing approach is a more contemporary theory; it is modeled after
the way in which information flows logically in computers. Because it is theorized that
human information-processing involves the encoding, storage, and retrieval of informa-
tion—just like a computer—the study of memory is an essential part of the theory. As
such, it is a focus of this module. For humans, there is the additional factor of attention.
Without attention, the input of stimuli is modified greatly—if it occurs at all. This module
also explores the issues and potential controversies of a commonly diagnosed attention
disorder. Finally, the module closes with a discussion of how the information-pro ...
At the very heart of cognitive psychology is the idea of information processing. Cognitive psychology sees the individual as a processor of information, in much the same way that a computer takes in information and follows a program to produce an output.Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible and desirable to study the internal mental / mediational processes that lie between the stimuli (in our environment) and the response we make.
The information processing paradigm of cognitive psychology views that minds in terms of a computer when processing information.
However, there are important difference between humans and computers. The mind does not process information like a computer as computers don’t have emotions or get tired like humans
1. Information Processing Approach Define cognition and differentiate among the stage, levels-of-processing, parallel distributed processing, and connectionist models of information processing... Developed by W. Huitt (1999)
2. Cognition can be defined as "the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas" (Webster's Dictionary). The Cognitive System
3. While cognitive psychology is the dominant school of thought today, the information processing approach is the dominant view within this area. Information Processing Approach The information processing approach focuses on the study of the structure and function of mental processing within specific contexts, environments, or ecologies.
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6. The Levels-of-Processing Theory The major proposition is all stimuli that activate a sensory receptor cell are permanently stored in memory. According to these researchers, the issue is not storage, but retrieval. The Levels-of-Processing theory is based on the work of Craik and Lockhart (1972). Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Thinking and Verbal Behavior, 11 , 671-684. .
7. Rather than hypothesize that information is processed in stages, Craik and Lockhart believe that retrieval of information is based on the amount of elaboration used as information is processed. The Levels-of-Processing Theory This is done on a continuum from perception, through attention, to labeling, and finally meaning.
8. The parallel-distributed processing model states that information is processed simultaneously by several different parts of the memory system, rather than sequentially as hypothesized by Atkinson-Shiffrin. Parallel Distributed Processing Theory The stage-theory model discussed in this course differs slightly from that first proposed by Atkinson and Shriffin in order to incorporate this principle.
9. Connectionistic Theory This model emphasizes the fact that information is stored in multiple locations throughout the brain in the form of networks of connections. The connectionistic model proposed by Rumelhart and McClelland (1986) extends the parallel-distributed processing model. Rumelhart, D., & McClelland, J. (Eds.). (1986). Parallel distributed processing: Explorations in the microstructure of cognition . Cambridge, MA: MIT Press.
10. Connectionistic Theory It is also consistent with the levels-of-processing approach in that the more connections to a single idea or concept (i.e., the more extensively elaboration is used), the more likely it is to be remembered. It is one of the dominant forms of current research in cognitive psychology and is consistent with the most recent brain research.
11. The Information Processing Approach While there is much disagreement among the various schools of thought related to how human beings process information, there are a few general principles about which almost all researchers agree:
12. The Information Processing Approach Limited capacity assumption The amount of information that can be actively processed by the system at a given point in time is constrained in some very important ways.
13. The Information Processing Approach Limited capacity assumption Bottlenecks, or restrictions in the flow and processing of information, occur at very specific points.
14. The Information Processing Approach Control mechanism Required to oversee the encoding, transformation, processing, storage, retrieval and utilization of information.
15. The Information Processing Approach Control mechanism Not all of the processing capacity of the system is available; an executive function that oversees this process will use up some of this capability.
16. The Information Processing Approach Control mechanism When one is learning a new task or is confronted with a new environment, the executive function requires more processing power than when one is doing a routine task or is in a familiar environment.
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19. The Information Processing Approach Two-way flow of information This is a dynamic process that we use to construct meaning about our environment and our relations to it.
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22. The Information Processing Approach Genetic preparation A human infant is more likely to look at a human face than any other stimulus. Language development is similar in all human infants.
23. The Information Processing Approach Genetic preparation The human organism has been genetically prepared to process and organize information in specific ways.
24. The Stage Theory We will focus on the stage theory in this course as work has been done to identify how to apply it to classroom and academic learning.