Information processing model Presented in class of Principle of Foreign Language Teaching At Allameh Tabatabaee University

1. In The Name of Allah
The beneficent
The Merciful
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2. INFORMATION
PROCESSING MODEL
by Z. Arian (2014)
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3. Contents:
Introduction
Multi store model
Sensory memory
Short term memory
Long term memory
Implication in teaching
Summary (video) 11/20/2014 3

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INFORMATION
PROCESSING MODEL

5. The model is based on the work of
Atkinson and Shriffin (1968) and proposes
that information is processed and stored in
three stages:
• Sensory memory
• Short-term memory
• Long-term memory
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Multi store model

6. Sensory memory
 Other labels:
i. sensory register
ii. sensory information store
iii.echoic or iconic
 Duration: 1-3 sec
 Stability: fleeting
 Capacity: limited
 Features:
i.Momentary
ii. unconscious impression 11/20/2014 6

7.  Attention
 filtering and selecting
 Limited source: we can pay
attention to only one demanding task
at a time(Anderson,1995)
 Automaticity
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Sensory memory

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Sensory memory
 perception
 Attaching meaning to raw
information
 meaning: objective reality + existing
knowledge

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Short-Term memory
 Other labels:
i.Primary
ii. working
 Duration: less than 20 sec
 Stability: easily disrupted
 Capacity: limited(7±2 items)
 Features:
i. immediate consciousness
ii.Content: activated information
iii.Retrieval: immediate
iv. maintained by rehearsal

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Short-Term memory:
Two storage systems
Working
memory
(Braddeley,1986)

11.  It must be kept activated to be retained
5-6-8-9-3-2-4-5-2
56-89-32-452
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Retaining Information in
Working Memory:
Rehearsal
(Executive control
process)
maintenance
elaborative
chunking
- Repeating information in
The articulatory loop
- Rote repetition
- Making association
- Connecting new
information to what you
already know

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Short-Term memory:
Forgetting
Interference
decay

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Long-Term memory
 Other labels: secondary
 Duration: unlimited
 Stability: not easily disrupted
 Capacity: unlimited
 Features:
i.knowledge base
ii.Content : well-learned information
iii.Retrieval: require time
iv.Passive
v.elaboration in STM

14. Semantic memory: memory for meaning
 Words are believed to be stored in LTM
according to their semantic properties.
 These memories are stored as propositions,
images , and schemas
 episodic memory: LTM for information tied to a
particular time and place, esp. memory of events in
a person’s life.
Procedural memory: LTM for how to do things.
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Long-Term memory

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Long-Term memory

16. Proposition: the smallest unit of information
interconnected concepts and relationships
in which long-term knowledge is held.
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Long-Term memory:
Semantic
Proposition
that can be judged true or false.
Propositional network : set of
e.g. "Susan gave a white cat to Maria who is the
president of the club"

17. e.g. "Susan gave a white cat to Maria who is the president of the
club.“ OR “a white cat was given to Maria who is the president of
the club by Susan.”
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Long-Term memory:
Semantic
Proposition
Propositional
network

18.  Representation based on structure and appearance of
the information
 E.g. how many window panes are there in you living
room?
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Long-Term memory:
Semantic
image

19. Long-Term memory:
Semantic
schema
 Schemas are abstract knowledge structures that
organize large amounts of information.
 Schema(singular form) is a pattern or guide for
understanding an event, concept, or skill.
 Schemas are individual.
 Two types of schema:
- Script = schema representations for events
- Story grammar = schema representations for texts
and stories 11/20/2014 19

20. Long-Term memory:
Storing and retrieving information
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Elaboration
Organization
Context

21. Long-Term memory:
Storing and retrieving information
Elaboration
Adding and
extending meaning
by connecting new
information to
existing knowledge.
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22. Long-Term memory:
Storing and retrieving information
Organization
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Material that is
well organized is
easier to learn and
to remember than
separate bits of
information

23. Long-Term memory:
Storing and retrieving information
Context
Aspects of physical and
emotional context (places,
rooms, how we are feeling
in a particular day, who is
with us) are learned along
with other information.
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24. Long-Term memory:
Storing and retrieving information
 Conscious search
 Automatic search
 Information is retrieved through:
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Spread of activation
reconstruction

25. Time decay
Interference
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Long-Term memory:
Forgetting

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27.  Gain and maintain students attention.
 Help students elaborate new ideas and “make their own”.
 Present material in a clear organized way.
 Focus on meaning, not memorization.
 Don’t overload students’ STM.
 Teach some ways of remembering things.
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Implication of this model