The Information Processing Model

Part 1Introduction to The Three Basic Stages

Version 3 Revised 6/1/12

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This professional development independent study presents the basic components of a model that will help you to understand how students

learn and the areas where learning difficulties can develop.

Developed by Richard Gacka Ed.D. PDS Content Consultant for Learning Differences and Disabilities

® 2009, all rights reserved

Question. Why you should complete this training?

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You need to have an understanding of a conceptual model that can guide your observations if you plan to provide instruction that is appropriate to each of your students. Think of a “conceptual model” as a skeleton that supports your observations or a road map that guides the development of hypotheses about why the student is having the learning difficulties that you observe. The Information Processing Model provides such a framework in an easy to understand format that helps you to translate your observations into classroom adaptations.

If you do not have such a conceptual framework, much of what you could see goes unrecognized because you don’t know what to look for. The Information Processing Model provides the conceptual structure that is needed to make sense of the student’s behaviors, while at the same time, providing a blueprint for designing interventions.

Answer. Because the Information Processing Model can provide the conceptual framework needed to understand what you see.

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Information has to come in

Your mindrecognizes andmakes sense

of the information

You do something as a

result of understandingthe information

Input Association Expression

The flow of information involves three stages

Reception Processing Output

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Information has to get in

Input

Stage 1: The RECEPTIVE stage Input of information

You see

You hear

You feel

You get feedbackfrom movement of your body parts

You “sense”

You have “awareness” of your thoughts

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Your mindrecognizes and

attempts to make sense of the

information

Association

The flow of informationSTAGE 2 the Associative Stage

You apply logic in making sense of what you see or hear

You apply a variety of mental processes in order to solve problems

You seerelationships

You join new insights with old information in order to expand your knowledge

You associateMeaning to what was received

You apply rules

You see patterns

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Association deals with “thinking,” the use of information to solve problems

There is growing emphasis on “teaching thinking skills” in addition to teaching “content.”

This is sometimes referred to as “cognitive training.”

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You do something as a

result of understandingthe information

Expression

Stage 3: The outward flow of informationEXPRESSION

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During the Expressive stage, information, (now in the form of ideas, concepts, thoughts, etc.) moves from being inside the individual to information that is shared with others. This is done through speech, gestures, movement, writing, drawing, facial expressions, typing and many other output processes.

Often two types of expression are used together; for example, writing has both visual and motor components.

Types of visual (graphic) expression: drawings, doodles, pictures, charts, diagrams, words.

Types of motor (tactile) expression: gestures, posture, movement, writing, typing.

Types of verbal (auditory) expression: singing, speaking, making noises.

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Let’s review what we have presented so far:

During this introduction we have attempted to expose you to the three major components of the Information Processing Model and familiarize you with some basic vocabulary.

Concepts that were presented:

Human interaction often involves a “loop” or “cycle” of information flow. That information has to first be received by the individual, we call that the Input stage. Then the information is processed by the receiving individual, that is the Associative stage. And finally, the individual uses or expresses the processed information, which we refer to as the Expressive stage.

Information takes many formats, some auditory, some visual, some tactile. Your brain needs to effectively receive, process, and express all of these formats. We sometimes refer to the different types of information as “channels,” for example the auditory channel. Some students have difficulty processing information that is transmitted via specific channel.

The information can also reflect a variety of forms, for example, the information can be in the form of sounds, words, words together in sentences, pictures, diagrams, smells, movement, etc.

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Let’s continue the introduction by presenting three graphics that show the basic concepts of the Information Processing Model, but first these disclaimers:

1.In real life, the stages, channels and types of information are far more complex than the simple design we have presented up to this point. But we are only at the beginning and many of the perceived contradictions will be addressed later in the lesson.

2.Many processes are difficult “to show” because they happen inside your brain. We will try to illustrate these, but just doing that changes the type of information, and

3.The most important thing for you to remember is you need to develop an understanding of the elements and begin to think in terms of the processes, channels and types of information formats.

OK, lets look at the three graphics that will hopefully clarify the core elements.

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The three phases using a computer analogy

Step 1: Information isentered

Step 2: Information isprocessed

Step 3 Output of processed information

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The three stages using a factory analogy

1. Raw material comes into the plant

2. Many processes are applied to that raw material and it is converted into a finished product

3. The modified raw material is shipped to other places as a finished product

Remember this phrase, “Stuff comes in, stuff gets processed and stuff goes out.”

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AssociationA series of higher

level cognitive processes

Visual

Tactile

Kinesthetic

Motor

Verbal

Information Processing Model

Written

ReceptionDecoding

ExpressionEncoding

AnalysisCognition

Association Stage

Richard Gacka, ldconsultants©

Level 1

Input stage Output stage

Analysis stage

Auditory

Summary of Part 1

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Well, we are approaching the conclusion of Part 1 of our studies of the Information Processing Model. During this lesson we covered the three basic stages, the channels used to communicate information and introduced the different types of information.

The three stages are Reception, Association and Expression

The main channels used during each stage are Verbal (speech), Visual (objects we see, printed text and graphics), and Tactile & Kinesthetic (touch and feel). Deficits can appear in any one, or any combination of, the stages or channels. These deficits can serve as barriers to learning.

Multi-sensory information is extremely common and effective. For example, you often watch something happen, while at the same time you have it explained. Another example is when you are doing a chore, and at the same time, you are saying the steps out loud, providing a kind of auditory reinforcement to a manipulative task.

As a teacher or tutor, you need to think in terms of stages, processes and channels. For example, Student x does not seem to have a great deal of difficulty understanding directions if they are presented shortly before the task is to be done and if no visual diagrams are used.

Some very simple changes can result in great improvements. For example, identifying a need for reading glasses can result in immediate gains. Speaking more slowly is a great help to comprehension, and taking the time to find visual aids that explain concepts can be a great way to augment a verbal presentation (we will talk about this in more detail in Part 2).

Part 1: Post Test Questions

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1. Write a paragraph that explains the three core stages of the information processing model and elaborate on each stage by including information about channels that are important at each stage.

2. Draw a diagram or picture other than the computer or factory analogies that shows the three major stages and the channels relevant to each stage.

1. Explain the statement “stuff comes in, stuff gets analyzed and stuff goes out” in your own words and explain how that phrase relates to the need for you to adapt your instruction.

What next?

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We have presented the basic level of the information processing model, but there is much more to be learned. If you recall, we discussed concurrent processes that augment or facilitate the three basic stages. In The Information Processing Model Part 2 you will be provided with more information on each of the three core stages. In Part 3 of the series you will be introduced to three major overarching mental processes that are essential for reception, association and expression to take place. Those three “umbrella” or overarching processes are Attention, Memory and Executive Processing. In Part 4 the application of the model to learning and selection of instructional materials and techniques will be discussed.

You are encouraged to do the following:1.Answer the post-test questions for the Part 1 activity and submit your answers by e-mail to: Dr. Richard Gacka using the e-mail address ldconsultants@mac.com or regular mail to 138 East 26th Street, Erie, PA 16504.2.Sign up to complete the Information Processing Model Part 2. The registration can be completed using My Learning Plan.3.Send any comments or suggestions about how we might make the training more effective to Dr. Gacka at the address above.

Thank you for taking this independent study professional development activity.

Richard Gacka Ed.D. PDS Content Consultant for Learning Differences and Disabilities

Before you go, how about trying out your skills in a few of the basic processes?

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Try your visual receptive and visual motor coordination – play spaztik.

http://playwithyourmind.com/online-brain-games/mouse-games/spaztik-game/

Try your visual discrimination skills, with a little motor coordination thrown in.

http://playwithyourmind.com/online-brain-games/search-games/gridsearch/Try a little problem solving and strategy development.

http://playwithyourmind.com/brain-fitness-games/problem-solving-exercises/eliminate-pieces/

Click on the screen icon located on the far left bottom of your screen to switch to presentation mode. Hit the escape key to return to view the notes and comments

Learning Differences Consultant Contact Information

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Richard Gacka Ed.D. rcgacka@stairwaysbh.org e-mailldconsultants@mac.com e-mailhttp://www.paadultedresources.org/ Professional Development Resources

Phone: (814) 878-2005

138 East 26th Street Erie, PA 16504