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Information Processing

Information Processing. By: Loretta Salinas & Maria Castillo-Medellin EDCI 6304 – Dr. Jaime Garcia. Overview. An approach to the goal of understanding human thinking. Information Processing Modules. Stage Theory. Sensory Memory. Deals with the senses Bridge to all information

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Information Processing

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  1. Information Processing By: Loretta Salinas & Maria Castillo-Medellin EDCI 6304 – Dr. Jaime Garcia

  2. Overview • An approach to the goal of understanding human thinking.

  3. Information Processing Modules Stage Theory

  4. Sensory Memory • Deals with the senses • Bridge to all information • Information will perish if not transferred to next stage rapidly • Ways to facilitate transfer information: • Attention • Automaticity

  5. Short Term – Working Memory • What we think in any given moment in time • 15 to 30 seconds • Active stage • Limited capacity • Ways to process information in this stage: • Rote or maintenance rehearsal

  6. Long Term Memory • Information learned and knowledge is stored • Must work with short term memory to incorporate new information • Processes to move information: • Elaboration • Distributed practice

  7. Diagram

  8. Types of Knowledge • Procedural Knowledge • Knowledge exercised in the performance of some task • Limitation (Job-dependence) • Advantage (Involves more senses)

  9. Types of Knowledge • Tacit Knowledge • “…being understood without being openly expressed. (Random House Dictionary) • Difficult to transfer • Not easily shared • Highly personal and hard to formalize • Two dimensions • Technical dimension • Cognitive dimension

  10. Types of Knowledge • Explicit Knowledge • Knowledge that has been or can be articulated, codified and stored in certain media. • Types of Explicit knowledge: • Manuals • Documents • Procedures • How-to videos

  11. Diagram

  12. Information Overload • Excess of information • More than what a person can process • Three areas of information processing: • Essential processing • Incidental processing • Representational holding

  13. Ways to Reduce Overload

  14. Mnemonics • A Mnemonic device is any learning technique that aids memory. • Verbal • Lists • Visual • Kinesthetic • Auditory • Mnemonics in Education • Vocabulary • Spelling • Letter recognition • Flash cards

  15. Examples

  16. Classroom Use • Principles: • 1. Gain students’ attention • 2. Bring to mind relevant prior learning • 3. Point out important information • 4. Present information in organized manner • 5. Show students how to categorize information • 6. Provide opportunities for elaboration • 7. Show students how to use coding when memorizing lists • 8. Provide for repetition of learning • 9. Provide opportunities for overlearning of fundamental skills and conceptswww.edpsycinteractive.org/edpsyppt/Theory/useinfop.ppt

  17. Conclusion • IP is an approach to understanding human thinking. • Different aspects can either facilitate or deter learning and memory.

  18. References Blair, A. (2010). Information overload, the early years. The Boston Globe. Retrieved from http://articles.boston.com/2010-11-28/news/29293435_1_information-overload-books-nicholas-carr Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved October 27, 2011 from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html Hypertext versus knowledge management. . (n.d.). Retrieved from http://www.cyberartsweb.org/cpace/ht/thonglipfei/tacit_explicit.html Kirsh, D. (2000). A Few Thoughts on Cognitive Overload, Intellectica. Retrieve November 3, 2011. Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved October 31, 2011, from http://www.edpsycinteractive.org/papers/infoproc.pdf Mayer, R.E & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38 (1), 43-52. Orey, M. (n.d.). Information processing: From emerging perspectives on learning, teaching and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Information_processing Ozel, A. (2009). The practice of information processing model in the teaching of cognitive strategies. Journal of Instructional Psychology, Retrieved from http://findarticles.com/p/articles/mi_m0FCG/is_1_36/ai_n31947170/ Smith, E. (2001). The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 54(4), 311-321. (n.d.). Using mnemonic instruction to facilitate access to the general education curriculum. The Access Center: Improving Outcomes for All Students K-8.

  19. Questions?

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