The Information Processing ApproachI. The information processing approach

A. The mind as computerII. History of information processing

A. Behaviorist foundations1. Kendler & Kendler (1962): Reversal and non-reversal learning2. Mediational theory

B. Cognitive psychology and psycholinguisticsIII. Models of information processing

A. Atkinson & Shiffrin’s store model1. Hardware of the system2. Software of the system3. The flow of information in the system

B. The levels of processing modelIV. Attention

A. InhibitionB. PlanningC. Selectivity and adaptability

V. MemoryA. Recognition and recall

1. Memory strategiesB. Memory for everyday experiences

1. Episodic memory2. Memory for familiar events – scripts3. Memory for one-time events – autobiographical memory

VI. Theories of mindA. Awareness of mental life

1. Beliefs and desires2. The false-belief task

B. The school-age child’s theory of mind1. Knowledge of cognitive capacities2. Knowledge of strategies

VII. Evaluation of information processingA. Strengths of the approach

1. Breaking down cognitive performance in operating processes2. How do children process information

B. Weaknesses of the approach1. Integration of cognitive components2. Account of how development occurs3. The computer metaphor4. The emphasis on verbal, symbolic intelligence

The Mind As A Computer

Step 1:• Encoding

• Take in and store informationStep 2:

• Recoding• Operate on information, revise its symbolic

structureStep 3:

• Decoding• Decipher meaning, compare new information

with previously stored informationStep 4:

• Output• Produce a response, usually a behavioral

performance like solving a task or problem

Behaviorist FoundationsKendler & Kendler (1962)

Reversal and Non-Reversal Learning

First Discrimination

+

-

Second Discrimination

+

-

+

-

Big equals Yes

Little equals No

ReversalLittle equals Yes

Big equals No

Non-ReversalRed equals Yes

Green equals No

Atkinson & Shiffrin’s Store Model(Atkinson & Shiffrin, 1968)

Richard Atkinson

Richard Shiffrin

The Levels of Processing Approach(Craik & Lockhart, 1972)

The retention of information is a function of the depth to which the incoming stimuli has been analysed by the system.

Example: A written word Levels:·     Superficial: Perceptual characteristics(e.g., capital vs. small case) 

·     Middle: Phonemic characteristics;How does the word sound?

 

·     Deep: Semantic features or meaning

Fergus Craik

Attention

Inhibition• The ability to inhibit impulses and keep goals in

mind• Contributions of scaffolding• The Tools of the Mind curriculum

Planning• Thinking through sequences of action• Cultural tools that support planning• Planning in older children

Selectivity and adaptability• Increases in the ability to selectively attend• The Dimensional Change Card Sort task• How do children acquire better attentional

strategies?

The Dimensional Change Card Sort Task(Zelazo et al., 1995; Zelazo, 2006)

Philip David Zelazo

Attention

Inhibition• The ability to inhibit impulses and keep goals in

mind• Contributions of scaffolding• The Tools of the Mind curriculum

Planning• Thinking through sequences of action• Cultural tools that support planning• Planning in older children

Selectivity and adaptability• Increases in the ability to selectively attend• The Dimensional Change Card Sort task• How do children acquire better attentional

strategies?• Production Deficiency• Control Deficiency• Utilization Deficiency• Effective Strategy Use

Memory

Recognition and Recall• Recognition

• Noticing that a stimulus is the same as one you’ve previously experienced

• Recognition memory in infancy• Brown and Campione (1972)

• Recall• Cues are provided as to the original stimulus,

and you have to reproduce that stimulus• The use of mental strategies

• Rehearsal, organization, categorization• DeLoache & Todd (1988)

• Changes in mental strategies with age• Use of rehearsal and organization• Use of elaboration

Memory for everyday information (episodic memory)• Memory for familiar events – scripts• Memory for one-time events – autobiographical

memory

Theory of Mind (metacognition)

Awareness of mental life• Joint attention Social referencing

• Beliefs and Desires• False-belief task

Theory of Mind (metacognition)

School-age child’s theory of mind• Knowledge of cognitive capacities

• Understanding of cognitive processes and their impact on performance

• Understanding of sources of knowledge• 2nd order false belief task• DeLoache & Todd (1988)

• Changes in mental strategies with age• Use of rehearsal and organization• Use of elaboration

• Knowledge of strategies

Evaluation of the Information Processing Approach

Advantages• Success in providing detailed specification of how

younger vs. older children perceive, attend, memorize, and so on

• How do children process information in educational important domains

Problems• The fragmentation of cognitive processing• Explicit account of developmental change• Limitations of the computer metaphor• The emphasis on verbal, symbolic reasoning