The Information Processing Approach

Chapter 8

By Eva Tantri Mahastri

69080083

OutlineThe Nature of the Information

Processing ApproachAttentionMemoryExpertiseMetacognition

The Nature of Information Approach

Information Memory Thinking

Cognitive Resources: Capacity and Speed

Mental processes

Output

Strategy ConstructionAutomaticity

Application

Input

Attention: the focusing of mental processes

Information Thinking

OutputInput

Application

Memory

Attention: the focusing of mental processesSelective :

focus on relevant experiencesignore irrelevant experiences

Divided :Concentration on more than one activity at a time (multitasking)

DistractionSustained/Vigilance :

Maintaining attention over an extended periodExecutive :

Involve action, planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks and dealing with novel or difficult circumstances. (for complex task)

Affected by:

age, socially advantages, cognitive control development, stimuli

Best practices: Strategies for helping students paying attention Encourage students to pay close attention and minimize

distraction

Use cues or gestures to signal that something is important

Help students generate their own cue or catch phrase for when they need to pay attention

Make learning interesting

Use media and technology effectively as part of your effort to vary the pace of the classroom

Focus on active learning to make learning enjoyable.

Memory: the retention of information over time

Information Memory Thinking

OutputInput

Application

Processing information in memory

ENCODING STORAGE RETRIEVAL

Getting information

into memory

Retaining information

overtime

Taking information

out of storage

Informasi masuk

Informasi

terulang &

tersimpan

Informasi

digunakan

ENCODING

Getting information

into memory

REHEARSAL:

The conscious repetition of information over time to increase the length of time information stays in memory

DEEP PROCESSING:

Process information semantically, in terms of its meaning.

ELABORATION:

Extensiveness of information processing involved in encoding (ex. Through example)

CONSTRUCTING IMAGES:

Constructing image of something.

ORGANIZATION:

EX. Chunking: grouping or packing information into higher order units that can be remembered as single unit.

Sample of ORGANIZINGMention names of month!

Mention names of month in alphabetical order!

It seems like we remember better when we order it in natural order

TRY THIS!

HOTCITYBOOKFORGETTOMORROWSMILE

SENSORY MEMORY:

Holds information from the world in its original form for only an instant.

SHORT TERM MEMORY:

A limited-capacity memory system in which information is retained for as long as 30 seconds, unless it is rehearsed, in which case it can be retained longer.

LONG TERM MEMORY:

Extensiveness of information processing involved in encoding (ex. Through example)

STORAGE

Retaining information

overtime

Working Memory (Baddeley)

Visuospatial working memory

Phonological loop

Long-term

memory

Input via sensory memory

Central Executive

Theory of Memory (Atkinson and Shiffrin)

Sensory memory

Short-term

memory

Long-term memory

Sensory Input AttentionRetrieval

Storage

Rehearsa

l

Long-term MemoryLONG-TERM MEMORY

Declarative Memory (explicit)

Episodic memory

Semantic Memory

Procedural Memory (implicit)

RETRIEVAL:

.

FORGETTING:

RETRIEVAL

Taking information

out of storage

Strategies for Helping Students Improve their memory:

Motivate children to remember material by understanding it rather than by memorizing it

Assist students in organizing what they put into their memory

Teach mnemonic strategies:– Method of loci (develop images)– Rhymes (ex. Alphabet song)– Acronyms (creating words from first letters)– Keyword methods (use of mental imagery)

Expertise

Expert: demonstrate especially impressive memory in their areas of expertise.

Expertise and LearningUnderstanding behavior and

mental processes of experts can give us insights into how to guide students in becoming more effective learners.

Characteristics of expertsDetecting features and meaningful patterns of

informationAccumulating more content knowledge and

organizing it in a manner that shows an understanding of the topic

Retrieving important aspects of knowledge with little effort

Adapting an approach to new situationsUsing effective strategies

Strategies used by experts:Spreading out and consolidating

Learning (review, take time)Asking themselves questions

(helps association)Taking good notes (summarizing,

outlining, using concept maps)Using study system (preview,

question, read, reflect, recite, review)

How to be expertPractice and MotivationTalent

Expertise and TeachingBecoming an expert in one area does

not mean expert in making others learn and get something.

Expert teachers are good at monitoring students’ learning and assessing students’ progress.

MetacognitionMetacognition is defined as "cognition

about cognition", or "knowing about knowing."

Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them

Deanna Kuhn:metacognition should be a stronger focus of

effort to help children become better critical thinkers, especially at the middle school and high school levels. – First order cognitive skill: know about the world– Second order cognitive skill: knowing about

one’s own (and other’s) knowing.

Developmental Changes of Meta memory

Beginning of elementary

LOW

HIGHER

Age of 11-12 and up

Theory of Mind2-3 years Perception

EmotionsDesires

4-5 years TrueFalse

Middle & late childhood

Interpretation

Adolescence Manage and monitor resources to meet demands

The good Information Processing Model (Pressley, Borkowski, Schneider)

Children are taught to use a particular strategy for learning specific knowledge.

Children see demonstration of strategies usage in different situation

Children recognize the general benefits of using strategies.

Best Practices for helping students use strategies: Recognize that strategies are a key aspect of solving

problems. Model effective strategies for students Give students many opportunities to practice the strategies. Encourage students to monitor the effectiveness of their new

strategy in comparison to the effectiveness of old strategies. Understand that students need to be motivated to use the

strategies Encourage children to use multiple strategies. Read more about strategy instruction. Ask questions that help to guide students’ thinking in various

content areas. Recognize that low achieving students and students with

disabilities of ten need more support and time to become affective in independently using strategies.

Read about strategy instruction online.