The document discusses Information Processing Theory (IPT), which describes how knowledge enters and is stored in memory in three stages: encoding, storage, and retrieval. It explains the different types of knowledge and the stages of IPT - sensory register, short-term memory, long-term memory - and the processes of attention, rehearsal, and organization that guide information flow. Forgetting can occur due to decay or interference, but strategies like elaboration and context can aid retrieval.

1. Presented by:
Marianie M. Lingapan

2. Information Processing (IPT) is a
cognitive theoretical framework that
focuses on how knowledge enters
and is stored in and is retrieved
from our memory.

3. It is one of the most significant
cognitive theories in the last
century and it has strong
implications on the teaching-
learning process.

4. IPT describes how the learner receives
information (stimuli) from the
environment through the senses and what
takes place in between determines
whether the information will continue to
pass through the sensory

5. Types
Of
Knowledge

6.  General vs. Specific – this involves whether the
knowledge is useful in many tasks, or only in one.
 Declarative – this refers to factual knowledge. They
relate to the nature of how things are. They may be
in a form of a word or an image. Examples are your
name, address, a nursery rhyme, the definition of
IPT, or even the face of your crush.
Types of Knowledge

7.  Procedural – this includes knowledge on how to do
things. Examples include making a lesson plan, baking
a cake, or getting at least common denominator.
 Episodic – this includes memories of life events, like
your high school graduatio9n.
 Conditional – this is about “knowing when and why”
to apply declarative or procedural strategies.
Types of Knowledge

9. The stages of IPT involve the functioning of the
senses, sensory-register, short-term memory and
long-term memory. Basically, IPT asserts three
primary stages in the progression of external
information becoming incorporated into the
internal cognitive structure of choice (schema,
concept, script, frame mental model, etc.).

10. Threeprimary stages in IPT
 Encoding – information is sensed, perceived and
attended to.
 Storage – the information is stored for either as brief or
extended period of time, depending upon the process
following encoding.
 Retrieval – the information is brought back at the
appropriate time and reactivate for use on a current task,
the true measure of effective memory.

11. What made IPT plausible is the notion that cognitive
processes could be described in a stage-like model. The
stages to processing follow a trail along which information
is taken into the memory system, and brought back
(recalled) when needed. Most theories of information
processing revolve around the three main stages in the
memory process:
1. Sensory Register
2. Executive Control Process
3. Forgetting

12. Sensory Register

13. Sensory Register
The first step in the IP model holds all sensory information for
a very brief time.
 Capacity: our mind receives a great amount of information
but it is more than what our minds can hold or perceive.
 Duration: the sensory register only holds the information for
an extremely brief period – in the order 1 to 3 seconds.
 There is a difference in duration based on modality:
auditory memory is more persistent than visual.

14. Sensory Register
The Role of Attention
 To bring into consciousness, it is necessary that we give attention to it. Such
that, we can only perceive and remember later those things that pass
through our attention “gate”.
 Getting through this attentional filter is done when the learner is interested
in the material; when there is conscious control over attention, or when
information involves novelty, surprise, salience, and distinctiveness.
 Before information is perceived, it is known as “pre-categorical” information.
This means that until that point, the learner has not established s
determination of the categorical membership of the information.

15. Sensory Register
Short-Term Memory (STM or Working Memory)
 Capacity: the STM can only hold 5 to 9 “chunks” of information,
sometimes described as 7 + / - 2. It is called working memory because it
is where new information is temporarily placed while it is mentally
processed.
 Duration: around 18 seconds or less.
 To reduce the loss of information in 18 seconds, you need to do
maintenance rehearsal. It is using repetition to keep the information
active in STM, like when you repeat a phone number just given over
and over.

16. Sensory Register
Long-Term Memory (LTM)
The LTM is the final or permanent storing house
for memory information. It holds the stored information
until needed again.
 Capacity: LTM has unlimited capacity.
 Duration: Duration in the LTM is indefinite

17. ExecutiveControl Processes

18. Executive Control Processes
The executive control processes involve the executive
processor or what is referred to as metacognitive skills.
These processes guide the flow of information through
the system, help the learner make informed decisions
about how to categorize, organize or interpret
information. Example processes are attention, rehearsals
and organization.

19. Forgetting

20. Forgetting
Forgetting is the inability to receive or access
information when needed.
There are two main ways in which forgetting likely
occurs:
 Decay – information is not attended to, and eventually
‘fades’ away. Very prevalent in Working Memory.
 Interference – New or old information ‘blocks’ access to the
information in question.

21. Forgetting
Method for Increasing Retrieval of Information
 Rehearsal – This is repeating information verbatim, either mentally or
aloud.
 Meaningful Learning – This is making connections between new
information and prior knowledge.
 Organization – It is making connections among various pieces of
information. Info that is organized efficiently should be recalled.
 Elaboration – This is adding additional ideas to new information based on
what one already knows. It is connecting new info with old to gain
meaning.

22. Forgetting
Method for Increasing Retrieval of Information
 Visual Imaginary – This means forming a “picture” of the
information
 Generation – Things we ‘produce’ are easier to remember than
things we ‘hear’.
 Context – Remembering the situation helps recover information.
 Personalization - It is making the information relevant to the
individual.

23. Forgetting
Other Memory Methods
 Serial Position Effect (recently and primacy) – you will remember the
beginning and end of a ‘list’ more readily
 Part Learning – Break up the ‘list’ or ‘chunk’ information to increase
memorization.
 Distributed Practice – Break up learning sessions, rather than
cramming all the info in at once (Massed Practice)
 Mnemonic Aids – These are memory techniques that learners may
employ to help them retain and retrieve information more effectively.
This includes the loci techniques, acronyms, among others.

24. Information is received through the senses and goes to the
sensory memory for a very brief amount of time. If not found
relevant, information may decay. It goes to the STM and if
given attention and is perceived and found to be relevant, it is
sent to the LTM.
If not properly encoded, forgetting occurs. Different cognitive
processes applied to the information will then determine if
information can be retrieved when needed later.
Summary