Information Processing Model

Information Processing Model

• A way to visualize how one acquires, stores, and retrieves information.
• Proposes that cognitive processes occur in four stages, each with its own purpose and functionality.

Encoding

• Taking in information from the environment
• Assigning meaning to it
• Involves perceiving or attending to stimuli before storage in short-term memory.

Storage

• Information is held temporarily in short-term memory during processing
• Then transferred to long-term memory for more permanent storage.

Short-term memory

• Allows for holding information briefly for immediate use
• Such as remembering a grocery list until it’s written down or the groceries are bought.

Long-term memory

• Allows for storing information for extended periods.
• Can be divided into two types: explicit and implicit.

Explicit memory

• A form of long-term memory that can be consciously recalled
• Such as remembering a favorite childhood toy.

Implicit memory

• A form of long-term memory that cannot be consciously recalled.
• It affects behavior
• For example, remembering how to ride a bike.

Retrieval

• Accessing previously stored information from short-term or long-term memory.
• Using it for a current task.

Transformation

• Transforming information into a more useful form
• Organizing it in different ways
• Using reasoning and problem-solving skills to come up with a solution.

Thinking

• Humans, as "Homo sapiens," possess the ability to think at a much more complex level than other beings.
• Capability to think about thinking.

Metacognition

• Thinking about thinking.
• Awareness of the scope and limitations of current knowledge and skills.
• Enables adapting knowledge and skills to approach a learning task.
• Seeking the optimum result of the learning experience.
• Consists of self-appraisal and self-management of cognition.

Self-appraisal

• Personal reflection on knowledge and capabilities.

Self-management of cognition

• Mental process employing existing knowledge.
• Planning and adapting to successfully learn or accomplish a task.

Metacognitive knowledge

• Knowing what one knows about how one thinks

Metacognition regulation

• Adjusting one's thinking process to learn better.

Self-Assessment

• Accurate self-assessment and honesty about one's capabilities are essential for effective self-appraisal and self-management.

Skills

• Knowing your limits
• Modifying your approach
• Skimming
• Rehearsing
• Self-testing

Knowing Your Limits

• Requires honest evaluation of what you know and don't know.

Modifying Your Approach

• Requires recognizing when a strategy isn't working
• Adapting accordingly.

Skimming

• Browsing material to identify keywords, phrases, or sentences.
• Knowing where to find key terms.

Rehearsing

• Summarizing and interpreting the learning experience
• Not just repeatedly reciting information.

Self-testing

• Comprehending your learning experience
• Applying acquired skills.

Other Strategies

• Asking questions
• Self-reflection
• Seeking a mentor or support group
• Thinking out loud
• Welcoming errors.

Types of Metacognitive Learners

• Tacit Learners
• Aware Learners
• Strategic Learners
• Reflective Learners

Tacit Learners

• Unaware of their metacognitive processes.
• Aware of the extent of their knowledge.

Aware Learners

• Know some metacognitive strategies.
• Do not plan how to use them.

Strategic Learners

• Strategize and plan their course of action for a learning experience.

Reflective Learners

• Reflect on their thinking while using strategies
• Adapt their skills based on the situation.

Goal of Metacognition

• To become a self-regulated learner.

Self-regulated learner

• One has the capability to study independently.
• Accurately assesses progress.

Benefits of metacognition

• Improvement in academic performance across subjects.
• Ability to transfer knowledge between contexts.

Self-Regulation

• Transforms mental abilities into academic skills.
• Self-regulated students seek to learn independently.

Steps to Self-Regulation

• Adherence
• Identification
• Internalization

Adherence

• Child does something because they are told to do so.

Identification

• Child does something because they like the person asking.

Internalization

• Individual does something because they value it.

Other Study Tips

• Organize time using a study timetable.
• Break tasks into smaller, manageable details.
• Integrate variation into learning schedule.
• Alternate different subjects
• Incubate ideas without excessive editing during initial drafting.
• Take, summarize, and revise notes
• Reread them to minimize last-minute cramming.
• Engage with what you've learned.
• Highlight keywords, write opinions, or create diagrams/concept maps.