Information Processing Approach

Contents

• Overview of the information processing approach• Memory systems• Information processing in the child

Overview

• Human mind is like a computer• Limited capacity associated with ‘hardware’ and

‘software’- Eg. Hardware of the mind nervous system, software strategies, mental ‘programmes’ that affect information processing

• Emphasizes basic mental processes involved in attention, perception, memory, and decision making

MEMORY SYSTEMS

Memory systems

Sensory Register

• Logs information for about a fraction of a second as a kind of afterimage

• Much information disappears without further processing

• If the need to remember is sensed it will be moved into short-term memory

Short-term memory

• Hold limited amount of information for several seconds

• Passive and active (working memory)• Working memory: temporarily stores information

while working on it• To be remembered for any length of time,

information must be moved from short-term memory into long-term memory

Long-term memory

• Relatively permanent store of information • Information retrieved from long-term memory

Process of learning and remembering

Encoding

Consolidation

Storage

Retrieval

Process of learning and remembering

1. Encoding – getting the information into the system2. Consolidation – information is processed and

organized in form suitable for long term storage3. Storage – holding of information in long-term

memory4. Retrieval – process of getting information out when

needed

Retrieval

• Can be accomplished in several ways• Recognition memory – Eg. Multiple choice questions

• Recall memory– Eg. Open ended questions

• Cued recall memory– Eg. Open ended questions with hint or cue to facilitate

retrieval

INFORMATION PROCESSING IN THE CHILD

Memory Development

• Four major hypotheses to explain improvements in learning and memory1. Changes in basic capacities2. Changes in memory strategies3. Increased knowledge about memory4. Increased knowledge about the world

Memory Development

• Changes in basic capacities– Neural advancement in their brains more working

memory space ability to process information faster

• Changes in memory strategies– Learned and consistently use effective methods for putting

information into long-term memory and retrieving it when they need it

Memory Development

• Increased knowledge about memory– Know more about memory, eg. Which strategy fits what

task

• Increased knowledge about the world– Knowledge makes material to be learned more familiar

and easier to learn and remember

Memory Strategies

• Rehearsal– Repeating of items to be learned and remembered

• Organisation– Classifying items into meaningful groups

• Elaboration– Actively create meaningful links between items to be

remembered

Phases of using memory strategies

• Mediation deficiency– Cannot spontaneously use or benefit from strategies

despite being taught how

• Production deficiency– Can use strategies taught but do not produce their own

strategies

• Utilisation deficiency– Spontaneously produce strategy but task performance

does not benefit from strategy

• Effective strategy use

The End!