Cognitive Information Processing Theory

Tonya Schauwecker, Erin Mays, Jason Thorne

Purdue University ~ EDCI-513

Brief Explanation of Cognitive Information Processing Theory Cognitive Information Processing Theory was developed in 1968 by R.C. Atkinson and R.M. Shriffin. Their model was a derivative of B.F. Skinners Behavior Theory where both theories acknowledge the importance of the environment and behavior on learning; however, they differ in [the] assumption of internal processes within the learner that explain learning (Reiser and Dempsey, p. 37). According to Cognitive Information Processing Theory developed by Atkinson and Shriffin, people learn through a variety of steps, stages, or processes similar to industrial manufacturing or computer processes. The Stage Theory of Cognitive Information Processing Theory is based on a multistaged, multistore theory of memory (Reiser and Dempsey, p. 37). They assert that there are three stages to learning: 1. Sensory Input - A learner receives sensory information from the environment (patterns and stimuli), then begins the process of recognizing and organizing the patterns and coding them for future use. This process is unconscious and happens very quickly in the brain. This is also the process that allows humans to concentrate on important tasks, while ignoring distractions that could be detrimental to their health or learning (Schraw and McCrudden, 2009). 2. Short-Term or Working Memory - The learner takes the previously recognized and now organized patterns and connects the patterns to previous knowledge. The learner also groups new knowledge together to assist with long term memory. For example, when given a phone number to remember, a learner may create a pattern from the numbers based on the jersey numbers of professional athletes, thus encoding the phone number for long-term memory use. 3. Long-Term Memory - Enables learners to remember and apply information long after originally learned.

ILLUSTRATION BY GGS INFORMATION SERVICES. CENGAGE LEARNING, GALE. (Schraw & McCrudden, 2009)

Additionally, there is the "Dual Memory" or "Two Store Memory" idea for Cognitive Information Processing Theory. The Dual Memory theory uses the computer as a metaphor to explain how the brain processes short term and long term knowledge. Short-term memory is the RAM and

long-term memory is the hard drive. In between the two are information processes that allow the RAM to become part of the hard drive. (Gillespie 2008) Teaching and Learning Teaching works by creating lessons that are stimulating to as many human senses as possible, then helping learners to recall previous knowledge so that learners can begin the process of encoding permanent long-term memory stores. Teachers can also help learners by grouping new knowledge to "free up" time in the working memory, for example, using categories for new terms or vocabulary or progressive steps in new tasks. Reviewing previous days lessons and continuously providing tasks to work with the new knowledge also helps move information into long-term memory. Using continuous feedback and misconception correction are vital for information processing to work. If misconceptions are not immediately corrected, they too will become long-term memories. Attention must be paid to direction so the learner knows what they should be learning. Using boldface or italic print, color coding, diagramming, and chunking are valuable methods for helping the learner draw attention to, or identify, coding and retrieval of the most important information. Robert M. Gagne created a theory of instruction partially based on cognitive information processing theory and in conjunction with Blooms taxonomy of learning outcomes that many schools use as a model for ideal lesson planning. There are nine events of instruction that facilitate a specific cognitive process during learning: 1. 2. 3. 4. 5. 6. 7. 8. 9. Gaining attention Informing the learner of the objective Stimulating recall of prior learning Presenting the stimulus Providing learning guidance Eliciting performance Providing feedback Assessing performance Enhancing retention and transfer

Theoretical Impact on Instructional Design and Technology Cognitive Information Processing Theory continues to impact instructional design, teaching, and learning decades after its development. As stated previously, Gagnes Nine Events of Instruction is a very process-oriented way of developing lessons and training exercises that allow for its use in a variety of learning environments, including schools, businesses, and the military. Because the process is easily applied to nearly all learning situations, the outcomes are more beneficial to both the instructor and the learner.

Two Approaches to Instruction Most Relevant to Cognitive Information Processing Theory Principle 2 Activation Learning is promoted when relevant previous experience is activated. This principle is relevant to Cognitive Information Processing Theory because the learning process must begin with some form of previous knowledge activation in order for new knowledge to be moved into long-term memory for future use. Dr. Merrill provides three examples of how to use Activation in learning: Recalling, describing, relating, or applying information from a past experience; providing learners with a new experience so they can use the new experience as a foundation for further new knowledge; and providing or encouraging a learner to recall a structure that can be used to organize new knowledge (Merrill). Principle 5 Integration - Encourages learners to use what they just learned in their daily lives. They are taking new information gained through sensory or short-term memory and connecting it to daily life, which will allow for processing and encoding into long-term memory. Three examples of how Integration works in learning are: allowing learners to publicly demonstrate their new skill; utilizing opportunities to reflect on, discuss, and defend a new skill; and providing opportunities for learners to create, invent, and explore new and personal ways to apply new knowledge (Merrill). Real World Applications This theory can really benefit from technology, especially when the learner group is diverse. A problem with theory can occur if you are teaching more than one person at a time and not all learners have the same long-term memory to build on. If you had a computer game where it starts at the beginning and accelerates learners through parts they already know and slows them down to teach them on parts they dont know then you can get all students and the same base of knowledge. Now to teach new topics you are building on a common knowledge. The technology would beneficial because individual learners would be measured on their own computers and accelerated at their own pace. As a high school teacher, I begin the year by teaching prefixes and suffixes as a base for vocabulary in future units. This is the most difficult time of the year because many students do not have previous knowledge to draw from. To fix this lack of previous knowledge (or to bring out unconscious knowledge), I remind students of simple words where prefixes or suffixes are used that they already know. For example, if I want to teach the prefix "pre-", I just remind them that they know what "previous" means, so "pre-" means "before". As the lessons continue throughout the year, I chunk the words according to contextual use in the literature, or for ACT prep, according to subject matter. Each week I use various pneumonic devices or diagrams to show students the connection between the words. For assessment, I use Quizlet.com games and picture association along with weekly and sometimes daily quick quizzes to reinforce the new words into the long-term memory. In addition to our own personal applications, Cognitive Information Processing Theory is also used as, a systematic process for solving employment issues and making career decisions

(Sampson, Lenz, Rearden, and Peterson, 1999). Also, the military is using this theory to transition enlisted soldiers from military life to civilian life and train them on relevant civilian life skills, such as how to build a resume, and how to interview (Clemens and Milsom, 2008). Best Framework Theory Cognitive Information Processing Theory is the best framework in Instructional Design and Technology because it gives educators a solid approach to lesson design that is functional and realistic, thereby also giving learners definitive approaches to learn new material or expand previous knowledge. The process of lesson design is simple: engage learners with stimuli that is relevant, remind or bring forth prior knowledge, introduce new knowledge, work with new knowledge, assess work to identify misconceptions, and start over. Beyond the traditional classroom learning process, this theory provides a systematic way to approach and evaluate problematic decisions in many other aspects of life, such as career decision making, military operations, and business training.

References:
Clemens, E., & Milsom, A. (2008). Enlisted Service Members' Transition Into the Civilian World of Work: A Cognitive Information Processing Approach. The Career Development Quarterly, 56, 246-256.

Gillespie, E. et al (2008). Cognitive Information Processing Theory. Cognitive Approaches. Retrieved September 5, 2012 from, http://goo.gl/ZgQnB Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved September 5, 2012 from, http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
Lenz, J. G., Peterson, G. W., Reardon, R. C., & Sampson, J. R. (1999). A Cognitive Information Processing Approach to Employment Problem Solving and Decision Making. The Career Development Quarterly, 48, 3-18. Merrill, M. (2002). First Principles of Instruction. Educational Technology: Research and Development, 50(3), 43-58. Reiser, R. A., and Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology (3rd ed). Upper Saddle River, NJ: Pearson.