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Information Processing Approach
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Contents
• Overview of the information processing approach• Memory systems• Information processing in the child
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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
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MEMORY SYSTEMS
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Memory systems
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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
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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
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Long-term memory
• Relatively permanent store of information • Information retrieved from long-term memory
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Process of learning and remembering
Encoding
Consolidation
Storage
Retrieval
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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
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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
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INFORMATION PROCESSING IN THE CHILD
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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
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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
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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
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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
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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
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The End!