E2- Information Processing Theory Flashcards
ex of IPT
able to recognize millions of different trees as trees even though they are not identical
What is Information Processing Theory
- is a group of cognitive theories
- focuses on how people process the information they obtain from the environment
- early views of IPT modeled brains after computers
- knowledge is organized and interrelated
Assumptions of cognitive theories and IPT
- only human learning processes
- learning= you are acquiring information in your brain
- formation of mental representations or associations
- learners actively participate and control learning
- observable behaviors allows for inferences about unobservable mental processes
Dual-Store Memory Model
(3 parts SR, WM, LTM)
- an input and this is the first from of memory that takes in sensory information (all information is lost within 2 seconds)
- —-»» if you pay attention to it then—–»> goes into the working memory (maintenance/rehearsal is required) (if not info is lost in 10-15 sec)
- —»> if encoded and retrieved it will remain in the long-term memory and will remain here forever (some info lost over time)
memory vs learning
memory: ability to recall previously acquired information
learning: the acquisition of new information or skills
Computer mind analogy
sensory register (flash drive) –> working memory (the box of a desktop) –> long-term memory (hard drive)
Sensory Register:
- very large capacity because not very conscious about it
- stored in same form that it is sensed in (smell something stored as smell)
- very brief duration (<2 sec)
- subconscious process
perception
the process of assigning meaning to stimuli, we match input to known information
bottom up vs top down processing
- BU: perceiving the stimulus as it is and using ONLY sensory information
- TD: applying prior knowledge to interpret the stimuli (drive by cognition)
attention
to move information from the sensory register to the working memory, we need to pay attention to that information
-attention has a limited capacity
Working Memory
- very limited capacity (7+-2)
- forms of storage: often auditory, also can be visual, spatial and tactile
- duration is less than 30 seconds
- issues can occur: decay and interference
When recalling items from a list: Primacy Effect, Middle and Recency Effect
Primacy: good recall for the first items seen
Middle: items not well recalled
Recency: good recall for last items because still active in the working memory
Automaticity
“autopilot”
- when responses are produced without conscious though they have reached automaticity
- beneficial because it frees up space in WM for other cognitive activities
Long Term Memory
- capacity: unlimited
- forms of storage: language, images, sensations abstractions etc.,
- all this information is interconnected or organized in some way that is meaningful to the person
- duration: forgetting=poor retrieval, dependent on encoding
LTM Encoding Processes:
Rote Learning
learning information via maintenance rehearsal
LTM Encoding Processes
Meaningful learning
- relating information to knowledge already stored in LTM
- facilitates both storage and retrieval
- reference effect is particularly helpful
- elaboration: ex-mnemonic devices, descriptions, examples etc.
LTM Encoding Processes
Internal Organization
-when pieces of new information are interconnected in some way
-most effective when learner-generated (not by teacher)
ex:
-hierarchies
-chunking into meaningful pieces
chunking
breaking down information into meaningful and manageable portions so we can better understand and recall information
-shown that size of chunks differ from the culture and language you are in
LTM- forgetting
inability to access information from LTM
- failure to store or consolidate information
- failure to retrieve information
LTM- Decay
-the gradual fading of information over time
“If you don’t use, you lose it”
Ebbinghaus’s Learning Curve
- slow beginning–> steep acceleration –> plateau
- forgetting curve: steep decrease then plateaus off
older way of thinking of things
interference theory
- proactive interference: new info is lost because it is mixed up with previously learned information (old info is interferes with new)
- retroactive interference: previously learned information is lost because it is mixed up with new information (new interferes with old)
central executive
the CEO of the dual-store memory model
- controls and monitors the flow of information throughout the memory system
- matures over childhood and adolescence
- vast individual differences
- controls metacognition
central executive processes
- allocating attention (SR->WM)
- maintenance rehearsal (Keeping info in WM)
- encoding (WM-LTM)
- retrieval (LTM->WM)
- organization (In WM and during encoding into LTM)
- metacognition (SR, WM, LTM)
