Lesson 10 - Information Processing - Bulacan State University PDF

Republic of the Philippines Bulacan State University Sarmiento Campus General Academics and Teacher Education Department _____________________________________________________________ Educ 201: Facilitating Learner-Centered Teaching...

Republic of the Philippines Bulacan State University Sarmiento Campus General Academics and Teacher Education Department _____________________________________________________________ Educ 201: Facilitating Learner-Centered Teaching 1st Semester – A.Y. 2024 – 2025 Lesson 10 – Information Processing Week 10: October 14 – 18, 2024 TOPIC: Information Processing Intended Learning Outcomes: At the end of this week, the Pre-Service Teachers (PST) should be able to:  describe the processes involved in acquiring, storing and retrieving knowledge; and  cite educational implications of the theory on information processing.  INFORMATION PROCESSING is a cognitive theoretical framework that focuses on how knowledge enters and is stored in and is retrieved from our memory is one of the most significant cognitive theories in the last century and it has strong implications on the teaching- learning process INFORMATION PROCESSING  INFORMATION PROCESSING THEORY relating how the mind and the computer work is a powerful analogy Cognitive psychologists believe that cognitive processes influence the nature of what is learned they consider learning as largely an internal process, not an external behavior change  INFORMATION PROCESSING THEORY 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 all these notions comprise what is called the information processing theory  INFORMATION PROCESSING THEORY IPT describes how the learner 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 certain factors would also determine whether the information will be retrieved or “remembered” when the learner needs it  “TYPES” OF KNOWLEDGE 1. General vs. Specific involves whether the knowledge is useful in many tasks, or only in one 2. Declarative refers to factual knowledge relate to the nature of how things are may be in the form of a word or an image e.g. name, address, a nursery rhyme, the definition of IPT, or even the face of your crush  “TYPES” OF KNOWLEDGE 3. Procedural includes knowledge on how to do things e.g. making a lesson plan, baking a cake, or getting the least common denominator 4. Episodic includes memories of life events, like your high school graduation  “TYPES” OF KNOWLEDGE 5. Conditional is about “knowing when and why” to apply declarative or procedural knowledge  STAGES IN THE IPT Encoding Storage Retrieval information is the information is the information is sensed, perceived stored for either a brought back at the and attended to brief or extended appropriate time and period of time, reactivated for use on depending upon the a current task, the processes following true measure of encoding effective memory  SENSORY REGISTER Capacity  our mind receives a great amount of information but it is more than what our minds can hold or perceive Duration  the sensory register only holds the information for an extremely brief period – in the order of 1 to 3 seconds there is a difference in duration based on modality: auditory memory is more persistent than visual  THE ROLE OF ATTENTION to bring information into consciousness, it is necessary that we give attention to it getting through this attentional filter is done when the learner is interested in the material; when there is conscious control over attention, or when information involves novelty, surprise, salience, and distinctiveness before information is perceived, it is known as “precategorical” information  SHORT-TERM MEMORY (STM or WORKING MEMORY) Capacity: the STM can only hold 5 to 9 “chunks” of information, sometimes described as 7 + / - 2 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 learner has adequate resources to process the information, or until the information is forgotten  SHORT-TERM MEMORY (STM or WORKING MEMORY) Duration: around 18 seconds or less to reduce the loss of information in 18 seconds, you need to do maintenance rehearsal (using repetition to keep the information active in STM, like when you repeat a phone number just given over and over) the use of the ABC songs and number songs serve as rehearsal strategies among children  SHORT-TERM MEMORY (STM or WORKING MEMORY) elaborative rehearsal is the process of relating the new information to what is already known and stored in the long- term memory to make the new information more significant one scheme is the organization, the process of classifying and grouping bits of information into organized chunks for instance, memorizing the mobile number involves grouping the 11 numbers into sets of numbers, like XXXX- YYY-ZZZZ  SHORT-TERM MEMORY (STM or WORKING MEMORY) arranging information into hierarchies is another scheme for instance, flora and fauna are grouped into phyla/divisions, classes, orders, families, genera and species the use of mnemonic devices is also helpful for instance, learners are taught the acronym “ROYGBIV” to recall that red, orange, yellow, green, blue, indigo, and violet are the rainbow colors  SHORT-TERM MEMORY (STM or WORKING MEMORY) imagery is a strategy that involves the memory taking what is to be learned and creating meaningful visual, auditory, or kinesthetic images of the information kinesthetic imagery – the left hand on the waist illustrates a less than value; the right hand on the waist indicates a greater than value  LONG-TERM MEMORY (LTM) the LTM is the final or permanent storing house for memory information it holds the stored information until needed again Capacity: LTM has unlimited capacity Duration: Duration in the LTM is indefinite  LONG-TERM MEMORY (LTM) Varied contents of information are stored, namely: 1. Semantic memory is the memory for ideas, words, facts, and concepts that are not part of the person’s own experiences / e.g. capital of countries, words and their meanings, order of planets 2. Episodic memory includes the memory of events that happened in a person’s life, connected to a specific time and place / e.g. details of embarrassing moment – WH questions  LONG-TERM MEMORY (LTM) 3. Procedural memory accounts for the knowledge about how to do things / e.g. step-by-step process of presenting the lesson to the class 4. Imagery refers to mental images of what is known / e.g. beginning readers use configuration clues, shape and appearance of words to help in recognition / giraffe – Gigi, a long-necked beautiful lady  EXECUTIVE CONTROL PROCESSES involve the executive processor or what is referred to as metacognitive skills these processes guide the flow of information through the system, help the learner make informed decisions about how to categorize, organize or interpret information examples of processes are attention, rehearsals and organizations  FORGETTING is the loss of information, either in the sensory memory, short-term memory, or long-term memory there are two main ways in which forgetting likely occurs: 1. Decay – information that is not attended to/unused, and eventually ‘fades’ away. Very prevalent in Working Memory.  e.g. tip-of-the-tongue phenomenon  FORGETTING 2. Interference – is the process that occurs when remembering certain information hampered by the presence of other information  Retroactive interference – when the new information interferes with recalling the previous information  Proactive interference – if the old information interferes with recalling the new information METHODS FOR INCREASING RETRIEVAL OF INFORMATION 1. Rehearsal  this is repeating information verbatim, either mentally or aloud 2. Meaningful Learning  this is making connections between new information and prior knowledge METHODS FOR INCREASING RETRIEVAL OF INFORMATION 3. Organization it is making connections among various pieces of information information that is organized efficiently should be recalled 4. 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 METHODS FOR INCREASING RETRIEVAL OF INFORMATION 5. Visual Imagery this means forming a “picture” of the information 6. Generation things we ‘produce’ are easier to remember than things we ‘hear’ 7. Context remembering the situation helps recover information METHODS FOR INCREASING RETRIEVAL OF INFORMATION 8. Personalization it is making the information relevant to the individual 9. Serial Position Effect (recency and primacy) you will remember the beginning and end of a ‘list’ more readily 10. Part Learning break up the ‘list’ or ‘chunk’ information to increase memorization METHODS FOR INCREASING RETRIEVAL OF INFORMATION 11. Distributed Practice break up learning sessions, rather than cramming all the info in at once (massed practice) 12. Mnemonic Aids these are memory techniques that learners may employ to help them retain and retrieve information more effectively includes the loci technique, acronyms, sentence construction, peg-word and association techniques, among others  information is 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 is perceived and found to be relevant, it is sent to the LTM if not properly encoded, forgetting occurs