Cognitive information processing theory views learning through the lens of how information is processed in the human mind. It involves three main stages: [1] sensory memory, [2] short term memory, and [3] long term memory. Effective encoding strategies include note taking, summarizing, outlining, and constructing mental images. Retrieval depends on factors like organization of knowledge and acquisition of expertise over time through practice and motivation. Expert teachers utilize metacognition and self-regulatory strategies to help students monitor and improve their own learning.

1. Information Processing and
Cognitive Theories of Learning
Prepared by:
Younes TAIA

2. What is meant by cognitive
information processing theory?

3. • CIP theory refers to information
processing, applied to
various theoretical perspectives
dealing with the sequence and
execution of cognitive events.

4. Models of information processing theory
 Sensory Memory Stage
 Short Term Memory Stage
 Long Term Memory Stage

5. Processes of keeping information
alive
retrieval
Encoding
Attention
Rehearsal
perception

6. What cognitive strategies help students
learn best?

7. Note Taking is common study strategy in
reading and learning from lectures.
 NT can be effective for certain types of
materials, because it requires mental
processing of main ideas, as one makes
decisions about what to write.
Several studies have found that the
practice,combined with student note-taking
and review, increases student learning .

8. Underlying/ highlighting key term information
that are most important and require a higher
level of processing to make dicisions about
critical materials…

9.  Summarizing involves writing brief
statements that represent the main ideas of
the information being read.
 an effective way that helps have clear idea
and remember easily intriguing components.

10. Outlining and mapping: study strategy that
requires the student to represent the material
studied in skeletal form.
Outlining presents the main points of the
material in a hierarchical format, with each
 detail organized under a higher-level and
category while mapping identify main ideas and
then diagram connections between them

13. 1- MEMORY
What is memory?
Encoding
Retrieval &
Forgetting

14. What is Memory?
“ Life is all memory except the
one present moment that
goes by so quickly that you
can hardly catch it going.”
Tennessee WILLIAMS

15. Memory is:
• Retention of information over time
• Educational psychologists:
View memory
Study how
information is in terms of how
placed into children
memory, how it is actively
stored, and how it construct their
is retrieved memory

16. Memory Processes:
• Encoding
• Storage
• Retrieval & Forgetting

17. 1. Encoding: involves many
processes
• a. Rehearsal: Conscious repetition of
information over time to increase the time it
will stay in memory
• it works best when you need to encode and
remember a list of items for a brief period of
time. ( it doesn’t work well for retaining
information over the long term.)

18. b. Deep processing: the processing of
information occurs on different
levels, from shallow to deep, with
deep processing producing better
memory:

19.  Shallow Proc: Analysis of physical features
 intermediate Proc: Recognition and Labeling
 Deep Proc: Process information semantically
If a child sees the word “BOAT”:
Shallow: Notice the shapes of the letters
Intermediate: Notice the characteristics of
the word, it rhymes with the word: COAT
Deep: Think about the last time he went
with his dad fishing on a boat

20. C. Elaboration: the extensiveness of
information involved in encoding. It works
well because it adds to the distinctiveness of
memory code:
when you’re searching for a friend in Souk
Lhad on a crowded Sunday. if he has
common features, it’s very difficult to find
him. But if he is quite tall with flaming red
hair, it could be easier to find him.

21. d. Constructing images: Memories
are stored as verbal codes or
images codes. The more detailed
and distinctive the image code, the
better your memory will be.

22. e. Organization: organizing information in
meaningful ways when encoding is very
good for memory.
 The more you present information in an
organized way, the easier your SS will
remember it.

23. 2. Storage
 Children encode information and store it.
Afterwards, they remember some info for less
than a second, some for a minute, and other info
for mns/hours/ even for a life time.
 these time frames correspond to memory types:
 Sensory memory
 Short-term memory
 Long-term memory

24.  Sensory memory: holds info from the world in its
original sensory form for only an instant / a
fleeting moment, then it fades.
 Short-term memory: a limited-capacity memory
system which is relatively longer. SS can keep
track of 7 +/- items without external aids.
 Long-term memory: holds enormous amount of
info for a long period of time. But not all info is
retrieved easily from long-term memory. (Search
engines)

25. 3.Retrieval & forgetting
Due to some factors, SS might be able to
retrieve information but might forget
some.
Retrieval can be as easy as automatic,
or as difficult as it requires more
effort:
Ex: the months of the year

26. A. Retrieval
 the position of the item affects how easy
or difficult to retrieve it. Recall is better
for items at the beginning and end
rather than for items in the middle.
 Encoding specificity model:
associations formed at the time of
encoding or learning.

27. B: Acquiring expertise
what determines whether or not someone
becomes an expert?

28. 2. EXPERTISE
Expertise and
Learning
Acquiring Expertise
Expertise and
Teaching

29. a. Expertise and Learning
 The contribution of prior knowledge to our
ability to remember is evident. (expert VS
novice)
 organization and depth of knowledge: when
knowledge is organized around important
ideas/concepts in meaningful ways, it is
easier to retrieve it.

30.  Fluent retrieval: the effort involved in retrieving
relevant info varies greatly, experts do that
“fluently” and effortlessly but novice people /
learners need a great deal of effort.
 Adaptive expertise: adaptive experts are able to
approach new situations flexibly: teachers who are
adaptive experts are flexible and open to rethinking
ideas and practices to improve their SS learning.

31. • use of good strategies helps SS become
effective: note taking, PQ4R
PREVIEW
QUESTION
READ
REFLECT
RECITE
REVIEW

32. b. Acquiring expertise
what determines whether or not someone
becomes an expert?

33.  Practice
 Motivation
 Talent

34. c. Expertise and Teaching
“Being an expert in a particular
domain does not mean that the expert
is good at helping others learn it.”
Bransford, 2006

35. Characteristics of an expert
teacher
 PEDAGOGICAL CONTENT KNOWLEDGE:
good at monitoring SS learning and assessing
SS progress
Aware of the difficulties their SS are likely to
encounter
Aware of SS existing knowledge
Makes new info relevant
 TECHNOLOGY

36. “ in the absence of the expert pedagogical
awareness of their own SS, inexpert
teachers simply rely on textbook
publishers’ materials, which, of course,
contain no information about the
particular pedagogical needs of SS in
the teacher’s classroom.”
Brophy, 2004

38. Metacognition
The learner’s knowledge about
her/his own cognitive processes.
Dr. Dov liberman

39. Metacognition
 Metamemory
 Metacomprehension
 Self-Regulation

40. How Can You do It as a Teacher?
Characterize performances
Make students aware they are responsible for
their own learning.
State objectives or learning outcomes.

41. How Can You do It as a Teacher?
Provide practice tests and homework.
Provide guided practice before homework.
Have students participate in complex
tasks such as presentations and report
writing.

42. Self-Regulatory Strategies
Compare performance against a set of
performance standards (e.g., salient behaviors)
Compare performance against stated
objectives

43. Self-Regulatory Strategies
Predict outcomes on various tasks
Reciprocal reading
Questioning
Summarizing
Clarifying
Predicting
 Reciprocal teaching

44. Promote active listening.
Analysis of problem solving - explain what
was done and why.

46. The END