2. *Describe the processes involved in
acquiring, storing and retrieving
knowledge
*Cite educational implications of the
theory on information processing.
3. Cognitive psychologist believe that cognitive
processes influence the nature of what is learned.
They look into how we receive, perceive, store
and retrieve information.
They believe that how a person thinks about and
interprets what s/he receives shape what s/he
will learn. These notion is called IPT
4. IPT describes how the learners receives
information (stimuli) from the environment
through the senses and what takes place in
between determines whether the
information will continue to pass through
the sensory register, then the short term
memory and the long term memory.
Certain factors would also determine
whether the information will be retrieved or
remembered when the learners needs it.
5. *General vs. Specific: This involves whether
the knowledge is useful in many tasks, or
only in one.
*Declarative: This refers to factual
knowledge. They relate to the nature of
how things are. They may be in the form of
a word or an image.
6. *Procedural: This includes knowledge on
how to do things.
*Episodic: This includes memories of life
events.
*Conditional: This is about “knowing when
and why” to apply declarative or
procedural strategies
7. The stages of IPT involve the functioning of
the senses, sensory register, STM and LTM.
Basically, IPT asserts three primary stages in
the progression of external information
becoming incorporated into internal
cognitive structure of choice (schema,
concept, script, frame, mental model , etc.)
9. The first step in the IP model holds all
sensory information for very brief time.
Capacity
Duration
There is a difference in duration based on
modality: auditory memory is more
persistent than visual.
10. 1.To bring information into consciousness, it is necessary that we give
attention to it .Such that, we can only perceive and remember later
those things that pass through our attention “gate”.
2. Getting through this attention filter is done when there is conscious
control over attention, or when information involves novelty, surprise,
salience, and distinctiveness.
3.Before information is perceived, it is known as “precategorical”
information. This means that until that point, the learner has not
established a determination of the categorical membership of the
information .To this point ,the information is coming in as uninterpreted
patterns of stimuli. Once it is perceived, we can categorize, judge,
interpret and place meaning to the stimuli. If we fail to perceive, we
have no means by which to recognize that the stimulus was ever
encountered.
11. Capacity- the STM cam only hold 5-9 chunks
of information, sometimes described as 7+ /
-2. It is called working memory because it is
where the new information is temporarily
placed while it is mentally processed.
STM maintains information for a limited
time, until the information is forgotten.
12. Duration- Around 18 seconds or less.
*To reduce the loss of information in 18
seconds, you need to do maintenance
rehearsal. It is using repetition to keep the
information active in STM
13. The LTM is the final or permanent
storing house for memory information.
It holds the stored information until
needed again.
Capacity: unlimited capacity
Duration: indefinite
14. The executive control processes involve the
executive processor or what is referred to
as meta-cognitive skills. These processes
guide the flow of information through the
system, help the learner make informed
decisions about how to categorize or
interpret information.
Example of attention, rehearsals and
organization.
20. Rehearsal- this is repeating
information verbatim, either
mentally or aloud.
Meaningful Learning- this is
making connections between new
and old information.
21. Organization- it is making connections
among various pieces of information.
Elaboration- this is adding additional
ideas to new information based on what
one already knows. It is connecting new
info with old to gain meaning.
22. Visual Imagery- this means
forming a picture of the
information.
Generation- things we ‘produce’
are easier to remember than things
we ‘hear’
25. Serial Position Effect (recency and
primacy)- you will remember the
beginning and end of a ‘list’ more
readily.
Part Learning- Break up the list or
“chunk” information to increase
memorization.
26. Distributed Practice- break up the
learning sessions rather than cramming
all the info in at once (Massed
Practice)
Mnemonic Aids-these are memory
techniques that learners may employ
to help them retain and retrieve
information more effectively.
27.
28. The information received through the
senses and goes to the sensory memory for a
very brief amount of time. If not found
relevant, information may decay. It goes to
the STM and if given attention and
perceived and found to be relevant, it sent
to the LTM. If not properly encoded ,
forgetting occurs.
Different cognitive processes applied to
the information will then determine if
information can be retrieved when needed
later.
