information processing model - michae gabany

Information-Processing Model

By: Michael Gabany

Goal: To remember as much as you can before time expires!

▪ You will be asked to remember as many details at you can when looking at the following slide– Examples: Colors of sweaters, hats, guy/girls ratio, etc…

▪ There is a 10 second time limit…

When you’re ready you may proceed.

Let’s Start by Testing Yourself

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Mike is cool

Teachers rock!!!

100

What do you remember?

Questions to ask yourself:1. How many students were there?2. Number of empty seats?3. What was the color of the carpet?4. Were there any sounds or smells that you were

hearing/smelling when doing this task?

5. Did you notice the numbers/statement written on the edges?

And most importantly….

Let’s Look Again!

13

Mike is cool

Teachers rock!!!

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MY FAVORITE!!!

What was the point of the task?

▪ To demonstrate that the whole process of information gathering may take place consciously(storing information), unconsciously(smelling), or even both at the same time.– Remembering certain details can be triggered depending on

many factors, not just your vision but also smell, sound, taste and touch.

– Noticing every detail can be impossible without time

▪ To get your brain warmed up for the rest of this presentation!!!

Information Processing

Information- Processing(IP) Model

Definition: Cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind1

What is information?

The representations derived by a person from environmental stimulation r from processing that influences selections among alternative choices for belief or action.2

Atkinson – Shiffrin model of information processing

Massaro (1996)

▪ IP means that one must trace the progression of information through the system from stimuli to responses– Like behaviorism, but

understanding the mental process behind the learning is the goal

Van der Heijden & Stebbins (1990)

▪ The IP approach in describing behavioral changes is a function of external/internal conditions and the differences seen amongst the population can be attributed to the difference in conditions experienced

Information- Processing(IP) Model cont’d

Information Stimulus Response Behavior/Memory

Sensory Registers

Component of the memory system in which information is received and held for a very short time1

Goal: To remember as much as you can before time expires!

▪ You will be asked to remember as many details at you can when looking at the following slide

▪ There is a 5 second time limit this time

When you’re ready you may proceed.

Let’s do another test!

W K X G

R H A P

Y I O E

M Q V J

What was that?!?!?

1. If you could, try to recall the letters in each row.

2. Now each column.

3. Can you remember them all?

I’m fully aware that I would (not) remember all the letters so…..

Sensory RegistersReceive so much information from each of your senses in such a short amount of time that we have to process most information unconsciously

2 implications for education

1. In order to retain information the person(or student) must be actively participating/ paying attention

2. It takes some time to import the information into our brains from our senses to our consciousness

Perception and Attention

What Can Affect the Sensory Registers Ability to Gather

Information?

Goal: To see both women in the picture!

▪ There is a NO time limit this time!!!

▪ Can you see both the young and old woman in the picture?

When you’re ready you may proceed.

Test #3-Perception!

PerceptionA person’s interpretation of stimuli

▪ Involves mental interpretation which is influenced by our current mental state, our past experiences, knowledge, motivations, etc…

Secondly

We do not perceive stimuli as we see or sense them but as we know (or assume) they really are

Firstly

We perceive different stimuli according to rules that have nothing to do with the inherent

characteristics of the stimuli

Described by Robert Slavin

Theories of Perceptional LearningProposed by Other Educators

Gibson’s Theory (1969)• Extracting information out of the sensory data of the environment; Person must learn how to response to distinctive features of stimuli

• Application to teaching: the teacher should emphasize distinctive features by supplying examples of clearly contrasting examples.Transactional Theory(Ittelson & Cantril,1954)

• Perception is considered to be dependent on the person’s past transactions with the environment; it is an active process of interpretation of environmental events in terms of the person’s purpose, values, and past learning (e.g., expectations and assumptions).

Categorizations (Bruner, 1958)

• when some object or event is first perceived it is classified according to a system of categories.• Any difference between the actual object or event and the category under which it was classified may result in a distortion in the perception of the object or event, in order to make it fit the category.

The Hebbian Model (Hebb, 1949)

• There are neural representations that correspond to environmental stimuli, and that learning involves neuronal associations between such representations. 

• The perception and memory of a figure that includes this angle and line require a learned association between the two sets of neurons.

Due to FAA regulations the Cinderella’s Castle was not as tall as Walt Disney wanted. To make up for this Disney used a technique called forced perspective. As the castle gets taller, its proportions get smaller. So the very top "piece" of the castle is close to 1/2 the size it "appears". 

Cinderella Castle – Forced Perspective

AttentionActive focus on certain stimuli to the exclusion of others

Cocktail Party Example

If you are in a room that is filled with people talking to each other you are able to actively choose which stimuli to focus your attention and ignore the background noise.

Perceptual Vigilance

The hypothesis that events of particular importance to the individual are easier to perceive

Perceptual Vigilance

The hypothesis that it’s possible for an individual to not perceive some events which are psychologically unpleasant

Gaining Attention

Ways of Getting Your Students Attention1. Cues (Verbal and Non-Verbal)

a) Gestures, Repetition, Body Positionb) Lowering Voice

2. Increasing the Emotional Content of the Material

3. Presenting Unusual, Inconsistent, or Surprising Stimuli

4. Flicking the Lights Off(No More Than Once)5. Informing Students What Follows is Important to Them6. Hold You Hand Up

Short Term Memory

Also referred to as working memory, the component of memory in which limited amounts of information can be stored for a few seconds

Goal: To remember as much as you can before time expires!

▪ You will be asked to remember as many words as you can when looking at the following slide

▪ There is a 10 second time limit this time

When you’re ready you may proceed.

Let’s do another test!

Lettuce Bacon Dogs Table Golf Mouse

Grass Hair Soda Dice Paper Shits

Table King Purple Nose Book Chair

Pool Desk Pencil Photo Light Bone

What do you remember?

▪ Do you remember all the words?- Don’t feel ashamed if you could not remember all the

information. There is only a hand full of people in the world who could have memorized that entire list in that amount of time.

▪ How many words do you remember?- The average capacity for short term memory is 5-9 units

of information

▪ Did you use any tricks to help you remember the words?

Tricks to Enhance Your Short Term Memory

1. Rehearsal- Mental repetition of information which

can improve its retention

2. Learn More About the World!!!- Research has shown that the more

background knowledge you know about something the better able the person is to organize and absorb new information

3. Relate to the information (Journey Method)

- Turning information in images that are linked together and placing the information at predetermined points along a route they know well

Austrian Grand Master straining for a digit in a memory competition

The History of the Journey Method

According to Harvard memory researcher Daniel Schacter, this method of using visual imagery as a mnemonic device was first employed by a Greek poet named Simonides in 477 BC. Simonides was the sole survivor of a roof collapse that killed all the guests at a large banquet he was attending. He was able to reconstruct the guest list by visualizing who was sitting at each seat around the table. What Simonides had discovered was that people have an astoundingly good recollection of location. In his book Searching for Memory, Schacter explains that this same technique was later used by Roman generals to learn the names of thousands of soldiers in their command and by medieval scholastics to memorize long religious tomes5.

Long Term Memory

The component of memory in which large amounts of information can be stored for long periods of time

Properties of Long Term Memory

▪ Thought to be a very large- capacity, very long-term memory store.

▪ Tulving & Craik (2000) argue that we may never forget long term memories, rather we just misplace them!

▪ Learning strategies are also stored long term for easy access. – Seen in practice by doctors who

retain a variety of methods for diagnostics and medical practices

Long Term Memory: Episodic MemoryA part of long-term memory that stores images of our personal experiences

- Images are important in episodic memory

- Cues related to space and time help us to retrieve information

- Contains images of experiences organized by when and where they happened (Tulving & Craik, 2000)

▪ Do you remember your childhood house? How it looked?

▪ Do you remember your first date? What car you drove?

My First Car!

Goal: Remember where you were on 9/11 when you first heard the news

Another Test of Memory!

Episodic Memory: flashbulb memoryImportant events that are fixed mainly in visual and auditory memory

Are not as accurate or permanent compared to permanent memories, but forgetting the

flashbulb memory is one of the least affected by time. Could even be retained and easily

accessed for an entire lifetime.

Remembering where you were on 9/11 is a flashbulb memory. Do you remember how you felt? Who was around you? Where did you watch the news? How vivid is it in your memory?

Episodic Memory: Application to Teaching

Knowing that imagery helps memory, educators could improve retention by creating lesson plans involving visual and/or auditory imaged.

-e.g. Plays, projects, simulations, power points, singing

One problem of episodic memory is that one often relates the information to the location of learning. If placed in a different setting the cues are not there to help someone remember.

Long Term Memory: Semantic (declarative) MemoryA part of long-term memory that stores facts and general knowledge

▪ Examples of semantic memory: concepts, principles, rules and how to use them, problem solving skills and learning strategies.

SchemataMental networks of related

concepts that influence understanding of new information

•New Information is retained more readily in a developed schemata.

Example of schemata. The house is the central idea, and each subsection in the picture represent a connection/network to the house.

Long Term Memory: Semantic (declarative) Memory

Exercising Semantic Memory6

1) Rote Rehearsal: memorization and repeated rehearsal

2) Elaborative rehearsal: thinking about the meaning of the term to be remembered

3) Peer Teaching4) Categorizing Information5) Visual Reflections(notice a

common theme emerging in memory?)

6) Tell Stories

Long Term Memory: Procedural MemoryA part of long term memory that stores information about how to do things

• Commonly referred to as “knowing how” rather than “knowing what”

• Examples commonly include:- Driving, riding a bicycle, handwriting, typing

• Information is stored as a complex of stimulus0response pairings(Anderson, 1995)

• Operations relating to procedural memory take place in different parts of the brain

Long Term Memory: Factors to Enhance LTM

Long term retention in school varies a great deal according to the type of information.

- Concepts are retained much longer than names (Conway, Cohen & Stanhope,1991)

- The degree to which students learned the material the first time around affects their long term information. The more information that a students has to learn at a given time can affect the degree to which a student learns the material.

- If students are more involved in the lessons it contributes to longer terms of retention

Comparison of Storage Structures

Other Information-Processing Models

Level of Processing TheoryExplanation of memory that links recall of a stimulus with the amount of mental processing it receives

▪ The more the information has been processed the better the chance of the information being retained.

▪ Study done in 1974 (Karlin)– Students were asked to categorize faces as either

very/less honest or male/female. – The students who were asked to categorize their

honesty remembered the faces far better than those who categorized their sex.

– Study showed that the brain treats “deep processing” and “shallow processing” very differently

Level of Processing TheoryExplanation of memory that links recall of a stimulus with the amount of mental processing it receives

Criticisms 7

▪ There is an argument about whether it is the depth of processing that leads to better recall or the amount of processing effort that produces the result.

▪ Because processing the information means taking a longer time, it is difficult to asses which factor affects the ability to recall more.

▪ How do you define what level of process took place?

Dual Code TheoryTheory Suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways

▪ “The theory has been applied to many cognitive phenomena including mnemonics, problem-solving, concept learning, and language” 8

▪ “Dual Coding Theory is supported by neuropsychological evidence on the functions of the hemispheres of the brain. EEG studies (Ley, 1983) support the contention that the left hemisphere is primarily in control of verbal processing, while the right and left hemispheres both contribute to performance in nonverbal tasks. Paivio (1986) claims that such studies support the independence assumption of Dual Coding Theory.” 8

THE END!!!

Or is it? This presentation was about attention as much as it was about memory. If you were paying attention you would have seen this pencil floating throughout the presentation:

There are a total of 14 pencils(not including this one) . Did you see them all?