Information processing theory attempts to categorize how information is recognized, used, and stored in memory. It recognizes people's ability to control what information is processed and how these abilities develop over time. The document then discusses different types of knowledge like declarative and procedural knowledge. It outlines the stages of encoding, storage, and retrieval of information. Finally, it discusses concepts like short term and long term memory, forgetting, and methods to improve retrieval like rehearsal, elaboration, and mnemonic devices.

1. IN FORM A TION
PROCESSING
THEORY

3. INFORMATION
PROCESSING THEORY
•THEORY THAT ATTEMPTS TO CATEGORIZE THE
WAY INFORMATION IS RECOGNIZED, UTILIZED,
AN D STORED IN THE MEMORY.
•THIS THEORY RECOGNIZES THE ABILITY FOR A
PERSON TO CO N T RO LWH AT INFORMATION IS
PROCESSED A N D THE CHANGES A N D
DEVELOPMENTS OF THESE ABILITIES.

4. TYPES OF KNOWLEDGE
GENERAL VS. SPECIFIC - IN V O LV ES W H ETH ER TH E
K N O W L E D G E IS USEFUL IN M A N Y TASKS OR ONLY ONE.
DECLARATIVE - FACTUAL K N O W L E D G E
PROCEDURAL - H O W TO DO THINGS
EPISODIC - LIFE EVENTS
CONDITIONAL - W H E N AND W H Y K N O W L E D G E

5. STAGES OF IPT
ENCODING - SENSED,
PERCEIVED AND ATTENDED
TO
STORAGE-STORED
RETRIEVAL-REACTIVATED

6. SENSORY
REGIS TER
CAPACITY
DURATION

7. THE ROLE OF ATTENTION
WE CAN ONLY PERCEIVE AND REMEMBER LATER THOSE THINGS THAT
PASS THROUGH OUR ATTENTION "GATE"
ATTENTIONAL FILTER - INVOLVES SURPRISE, SALIENCE, AND
DISTINCTIVENESS
PRECATEGORICAL INFORMATION - BEFORE INFORMATION ISPERCEIVED;
UNINTERPRETED PATTERNS OF STIMULI

8. SHORT-TERM MEMORY
STM FU N C TIO N S A S A TEM PO RA RY W O RK IN G M EM O RY, W H EREB Y
FU RTH ER PRO C ESSIN G IS C A RRIED O U T TO M A K E IN FO RM ATIO N REA D Y
FOR LONG- TERM STORAGE OR FOR A RESPONSE.
WORKING MEMORY HOLDS INFORMATION FOR A LIMITED A M O U N T OF
TIME AN D HOLDS A LIMITED A M O U N T OF INFORMATION.
W H ERE IN FO RM ATIO N ISPRO C ESSED A N D "PRO B LEM SO LV IN G " O C C U RS;
THE WORKING M E M O RY USUALLY ONLY PROCESSES THINGS FOR A SHORT
PERIOD OF TIME.

9. SHORT-TERM MEMORY
CONTD.
ALSO CALLED WORKING MEMORY
LEARNING BOTTLENECK
CAPACITY: (M AGICAL NUM BER SEVEN, PLUS OR M INUS TWO [M ILLER,
1956]); 5-9 CHUNKS (7+/-2)
DURATION: 5 TO 20 SECONDS IN DURATION UNLESS MAINTAINED BY
MAINTENANCE REHEARSAL OR STORED IN LONG- TERM MEMORY; AROUND
18 SECONDS

10. 7 ± 2 Rule
CHUNKING INFORMATION AIDS MEMORY BY BREAKING IT DOWN INTO
MANAGEABLE SIZE
SIZE OF EACH CHUNK UNIT CAN VARY
EXAMPLE, 7323545254 VS 732-354-5254
EXPERTS HAVE DEVELOPED CHUNKS ( SCHEMAS) OF INFORMATION THAT
ALLOW THEM TO BETTER HANDLE COMPLEXITY BY RECOGNIZING
PATTERNS
INSTRUCTORS MUST CHUNK INFORMATION TO FACILITATE LEARNING

11. Long-term Memory
WHERE THE INFORM ATION REM EM BERED
THEREAREMANYWAYS THAT INFORMATION
OVER
ISM OVED
TIME
FROM
IS KEPT;
WORKING
MEMORY INTO LONG TERM MEMORY.
REPRESENTS OUR PERM ANENT STOREHOUSE OF INFORM ATION, CAPABLE
OF RETAINING AN UNLIMITED AMOUNT AND VARIETY OF INFORMATION.

12. FORGETTING
INABILITY TO RETRIEVE OR ACCESS INFORMATION WHEN NEEDED.
DECAY
INTERFERENCE

13. M E T H O D S OF I N C R E A S I N G
RETRIEVAL OF INFORMATION
REHEARSAL - REPEATING INFO-VERBATIM MENTALLY OR ALOUD
M EANINGFUL LEARNING - M AKING CONNECTIONS BETWEEN NEW AND
PRIOR KNOWLEDGE
ORGANIZATION - M AKING CONNECTIONS-VARIOUS PIECES OF
KNOWLEDGE
ELABORATION - ADDING AND CONNECTING NEW INFO WITH OLD TO GAIN
KNOWLEDGE
VISUAL IM AGERY-FORM ING A PICTURE OF THE INFORM ATION
GENERATION - THINGS WE PRODUCE ARE EASIER THAN THOSE WE HEAR
CONTEXT - REMEMBERING THE SITUATION
PERSONALIZATION - MAKING THE INFORMATION RELEVANT

14. METHODS OF INCREASING
RETRIEVAL OF
REHEARSAL - REPEATING INFO-VERBATIM MENTALLY OR ALOUD
M EANINGFUL LEARNING - M AKING CONNECTIONS BETWEEN NEW AND
PRIOR KNOWLEDGE
ORGANIZATION - M AKING CONNECTIONS-VARIOUS PIECES OF
KNOWLEDGE
ELABORATION - ADDING AND CONNECTING NEW INFO WITH OLD TO GAIN
KNOWLEDGE
VISUAL IM AGERY-FORM ING A PICTURE OF THE INFORM ATION
GENERATION - THINGS WE PRODUCE ARE EASIER THAN THOSE WE HEAR
CONTEXT - REMEMBERING THE SITUATION
PERSONALIZATION - MAKING THE INFORMATION RELEVANT

15. OTHER MEMORY METHODS
SERIAL POSITION EFFECT - RECENCY A N D PRIMACY
PA RT LEA RN IN G - B REA K-U P TH E "LIST" A N D "C H U N K "
D ISTRIB U TED PRA C TIC E - B REA K U P LEA RN IN G SESSIO N S IN STEA D O F
C R A M M M I N G (MASSED PRACTICE)
,M N E M O N I C AIDS - ACRONYMS, PEG- WORD, SENTENCE CONSTRUCTION

16. GROUP ACTIVITY
INTERVIEW FIVE (5)COLLEGE STUDENTS AND USE THE FOLLOWING GUIDE
QUESTIONS:
HOW DO YOU LEARN THINGS?
WHAT ARE SOME OF YOUR STUDY HABITS?
WHAT ACTIVITIES GIVEN BY YOUR TEACHERS HELP YOU TO LEARN THE LESSON?
WHICH OF THE ACTIVITIES HELP YOU THE MOST, AND HELP YOU THE LEAST?
WHY?
ANALYZE THE ANSWERS TAKEN FROM YOUR INTERVIEW BY RELATING THEM TO
THE THEORIES OF LEARNING WE HAVE DISCUSSED. CAREFULLY EXPLAIN WHAT
THEORIES OF LEARNING ARE OBSERVED AND APPLIED. HOW DO YOU COMPARE
THE THINGS YOU LEARNED ABOUT THEORIES OF LEARNING TO THE THINGS YOU
HAVE OBSERVED FROM THE REAL-WORLD LEARNING?