Information Processing

Amber Archdale
Nathan Thomas Pippett
Kamna Sharma
Stuart Watkinson
 Memory
Information Processing Model
 Sensory Memory

We each have five

senses: sight, sound,
smell, touch and taste.
Stimuli from the
environment attack
these senses.

(Anon., 15)
 Sensory Perception
Assigning meaning to a sensory stimuli is
perception.

The meaning is constructed using the new

information gathered from the senses and your
existing knowledge.
 Sensory Perception
Sight is responsible for 90% of the information
we receive and process from the external world.

Example of sensory perception: Baby Shower

game
 How does this information help us in
our teaching?
We now know that what is seen is more likely to
be believed.
It depends on our specialist subject as to how
we would apply this information, but in general,
the presentation of facts visually either
written or in diagrams is more likely to be
believed and remembered than facts that are
presented only verbally.
 Selective Attention
Selective Attention Activity
Selective attention is the process that occurs when a person reacts to certain stimuli
while blocking out other stimuli (Treisman, 1964).

An example of this is the cocktail party effect. This phenomenon occurs when we can
tune into a conversation while blocking out various other stimuli in the room.

The attenuation model by Treisman (1964) suggests that we attend to other stimuli
on an unconscious level.

We will respond to taboo language, our own name or distressing words such as fire or
gun!

Implications for teachers

Selective attention can be a limiter in learning colored posters on the walls, music,
and the use of laptops can take students attention away from the lesson which
limits their learning.
 Selective Attention Activity
Lets see how well people can pay attention!
https://www.youtube.com/watch?v=EzC_sHTW43c
Each group is assigned a different task.

(What is selective attention,

2013)
 Working Memory
It is Workbench of memory system.
What happens on this workbench?

New Information held

Combination Knowledge from
temporarily
takes place long term memory

What does your working memory contain?

It contains what you are thinking at the moment.

How is it different from long term and sensory memory?

The capacity of working memory is very limited. (Woolfolk and Margetts,
2013. p255-256)
Are they same? Working Memory
and Short-term Memory

Temporary Working memory Active

storage (Active mental effort) processing

Short term
memory

Just storage can

be held for 15 -20
seconds (Woolfolk and Margetts, 2013. p.256)
 Three elements of working memory

Central executive

HELP & HELP &

HE
SUPPORT SUPPORT

Phonological loop Visuospatial sketchpad

What is 20% of $425? ---- Its my central executive which

Supervises attention
Makes plans
Retrieves and integrates information
Language Comprehension
Reasoning
Rehearsing information to transfer it to long term memory

(Woolfolk and Margetts, 2013. p.257)

 Phonological Loop Lets understand
A memory rehearsal system for verbal and sound information of about 1.5 to 2
seconds.

Even a few bits of new information can be too much to remember if the new
information is very complex or unfamiliar or if you have to integrate several times to
make sense of the situation. (Woolfolk and Margarets, 2013. p. 257)

ACTIVITY--------LOOK AT THE TONGUE TWISTER POEMS GIVEN TO YOU AND TRY TO

LEARN THE FIRST FOUR LINES OF THE POEM.

IMPLICATIONS FOR A TEACHER????????

https://www.youtube.com/watch?v=W6OE8uFkOmA
 Working Memory: Visuospatial
Sketchpad
The holding system for visual and spatial
information.

The visuospatial sketchpad is the place you

mentally manipulate an image.
Visuospatial
sketchpad
Folding paper cranes

Mental animation is a
spatial visualisation
process. Once you know
the process of folding a
paper crane, can you now
mentally recreate this
process and physically do
it again without the
instruction sheet?
Can you remember how to fold the
paper crane?
Episodic Buffer and Cognitive Load
Episodic Buffer
This is the workbench of working memory and is the process that unites
information.

Cognitive Load
This is the amount of mental energy you exert on a particular task.

Intrinsic cognitive load: required to identify what is required.

Extraneous cognitive load: the mental capacity you have to ignore things
unrelated to your task.

Germane cognitive load: the deep processing of relevant information.

(Woolfolk and Margetts, 2013)

 Long Term Memory
how things enter long term memory
differentiating between long term and working memory
name memorisation for students
times tables
implications for teaching
Lets come back to the tongue twisters we were working on.
How much do you remember????

Share the tongue twisters you already remember. Why do you

remember them?????
Why do our students remember the story of the movies they
watch???
 Retrieval
'Process of searching for and finding information in
long-term memory.(Woolfolk & Margetts, 2013, p. 266)

Anecdote: In groups think of and share (if you want to)

with your group a moment from your life that made
you really happy.
 Retrieval
They are reconstruction of what is in your memory, therefore things can go wrong.

Selective attention
Trauma
Decay (if the memory was a long time ago)
Interference

How increase the retrieval process

Making multiple connections

Automaticity
Using knowledge frequently
Recall & Recognition

In the class room

Test often (study, test, study, test)

Frequent Feedback

(Woolfolk & Margetts, 2013, pp. 256-266)

(Karpicke & Roediger III, 2007, pp. 151-162)
 Developmental and Individual
Differences and Memory
Learning methods and memory strategies

Rehearsal/practice-involves systematically repeating

the task to reach mastery. (Omrod, 2006).

Chunking- involves grouping various responses

together so that you only have to remember one piece
of information (Gobet et al. 2001).

Association- Learning by association occurs when we

begin to associate two stimuli that are usually
unrelated (Simply psychology, 2008)
 DEVELOPMENTAL ISSUES THAT AFFECT
MEMORY AND INFORMATION PROCESSING
-Impacts of abuse
Hypothalamic-pituitary-adrenal axis being constantly switched on causes
wear and tear of hippocampus.
Reduction in attention and memory.
Repeated stresses may also cause imbalances in noradrenalin and dopamine
release.
(American Academy of Experts in Traumatic Stress, 2014)
Other illnesses that may impact on learning
-ADHD/ADD
-Autism / mental disabilities
-Sensory processing disorders
Implications for classroom
As teachers we must take this into account and try to structure an
environment that will facilitate for these individuals (American Academy of
Experts in Traumatic Stress, 2014).
 Metacognition
Thinking about thinking
Metacognitive Knowledge Implementation in the classroom

Declarative knowledge Why? Allows students to take

Procedural knowledge control of their learning
Conditional knowledge When? From day one, and everyday
(repetition, automaticity)
Self regulation Who? Everyone, but everyone is
different
Planning
Monitoring Make it a part of your classroom
https://www.youtube.com/watch?v=O_sfNC5WPU
Evaluating
U
 Metacognitive Strategies

Slow down Draw Diagrams

How to use stop, read and think about the How to use Identify main ideas, connect them,
information classify them, decide what is important

When to use when the information appears When to use When there is a lot of factual
important, but you don't understand it information that is interrelated

What is it for Helps to focus on what's important What is it for Helps to identify main ideas and
organise them. Reduces memory load.

Fit ideas together Activate prior knowledge

How to use Relate main ideas to one another, How to use Stop, think about that you already
looking for themes in topics know about the topic

When to use When deal with complex When to use it Before you read something or
information and a deep understanding is required start an unfamiliar

What is it for Once you know how ideas are What is it for Helps to make information easy to
related it makes them easier to remember remember, able to draw links to prior knowledge
 Conclusion
Information processing is the cognitive view of memory think of your brain as
a computer.

Understanding how thinking works sensory memory, working memory.

Metacognition thinking about how you think about things.

 Bibliography
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Darling-Hammond, L., Austin, K., Cheung, M., & Martin, D., 2014, Session 9 Thinking About Thinking:
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 Bibliography PART 2
Synott, A., 1992. The Eye and I: A Sociology of Sight. International Journal of Politics, Culture and
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3 or 4 references for each section
Simply Psychology, 2008, Classical Conditioning, Michigan , USA, viewed 23 April 2015,
<http://www.simplypsychology.org/privacy.html>.

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Working Memory Games - Joyful Learning in French...can be used in other classes

Published on 12 Jun 2012
https://www.youtube.com/watch?v=W6OE8uFkOmA

Ellis, S. R. (2001). Tongue Twister Poetry. Retrieved from Shadow Poetry:

http://www.shadowpoetry.com/resources/wip/twister.html

Words, F. W. (2015). Tongue Twister Poetry. Retrieved April 27, 2015, from http://www.fun-with-
words.com/tong_poems.html

Huitt, W. (2003). The Information Processing Approach to Cognition. Educational Psychology Interactive.