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Information Processing Systems
A Cognitive Learning Model
Cognitive Learning Differs greatly from Behavioral views
Important mental processes do in fact exist Those mental processes can be studied
scientifically Humans can actively participate in their cognitive
processes Consequences are taken as feedback Transformation & Revision of existing knowledge No single model for cognitive learning exists
Cognitive Learning Types of Cognitive Learning
Declarative “Knowing that_____”
Facts, generalities, personal preferences, rules, etc. Huge amounts of information
Procedural “Knowing how to ______”
Knowledge in action Science Lab, Essay, Ceramic pot.
Conditional “Knowing when & why______”
Application to a particular context Choosing the right procedure to solve a problem
Information Processing Model
Sensory Memory Capacity: amount in this stage of memory
HUGE! Bombarded with sensory input all the time
Duration: how long it stays 1 – 3 seconds
Flashbulb
Content: items in storage Representations of the original stimulus
Flashbulb shaped floating blue dot
Information Processing Model
Sensory Memory Perception
Attaching meaning to a given stimulus in a purely unique way. Fritz Perls
Gestalt Theory (overhead) Completion, Pattern, Configuration Figure – Ground Closure
Information Processing Model
Sensory Memory Processing Style*
Bottom – Up Feature Analysis
Sees all the details first Big picture is challenging Can’t see the forest because the trees are in the way
Typical Careers of Bottom – Up processors? Accountants? Mechanics? Engineers?
Information Processing Model
Sensory Memory Processing Style*
Top – Down Pattern recognition
Sees the big picture immediately Details are challenging “I don’t know how! I just know!”
Typical careers of a Top – Down processor? Salespeople? Leadership? Artists?
Information Processing Model
Working Memory Capacity
5 – 9 items Phone Number?, Social Security?, Student Id?
Duration 5 – 20 seconds
Why do you take notes?
Content Digits, Meanings, Musical Notes, Images, Letters, etc.
Information Processing Model
Maintenance Activities Rehearsal
Maintenance repetition Repeating her phone number until you can enter it onto
your cell. Elaboration
Attaching a significant story to the items GZL-091
Chunking Reducing the number of items in Working Memory by
combining them.
Information Processing Model
Forgetting Interference
New & existing knowledge gets confused or merged “Dang! His name begins with ‘D.’ David? Dan? Don?”
Decay Knowledge that is not used is eventually lost Use it or Loose it!
Forgetting as a positive? Helps to make cognitive processes efficient
Information Processing Model
Long-term Memory Capacity
Virtually unlimited Excluding any physical trauma or disease affecting the brain
Duration Virtually Unlimited
Excluding any physical trauma or disease affecting the brain
Content Networks of meanings, episodes, procedures,
schemata, etc.
