InformationProcessing Theory

1
Information-Processing Theory

• Jeff Norton
• EDU 5110
• 11/4/08

2
Prior Knowledge

• What/who is/are considered the founding
  father(s) of the information-processing theory?
• What category (or type) of theory does this fall
  under?
• Is this a theory that supports the concept of
  stage-like development or gradual development?
• What is the process of encoding knowledge?

3
Outline

• Cognitive Theories
• Description of Information-Processing Theory
• Supports of the Theory
• Critiques of the Theory
• Implications for Today
• Checking for Understanding
• Discussion
• My Opinion
• Final Thought
• Resources

4
Cognitive Theories

• Emphasize conscious thought
• Include
• Piagets Cognitive Developmental Theory
• Vygotskys Sociocultural Cognitive Theory
• Information-Processing Theory

5
Information-Processing Theory

• Based on the understanding of machines
  (especially computers)
• Human sensory input is compared to the input
  commands on a computer actions are likened to
  computer output
• Computer metaphor
• Hardware Brain
• Software Cognition
• Posed question Do logical operations carried
  out by computers give us insight into how the
  brain works?

6
The Theory Continued

• EMPHASIS individuals manipulate information,
  monitor it, and strategize about it
• People develop increased ability to process
  information, allowing them to gain more complex
  knowledge and skills

7
More on Information-Processing

• New information short-term memory
• Encoding integrating new and old information
  (in deep memory) or creating a new category for
  it to go in (young children are bad at this)
• THIS IS HOW CHILDREN LEARN Linking new info to
  old
• Learning viewed as novice to expert
• Novice information stored in isolation
• Expert integration, connection, and patterns
  formed from new and previous knowledge
• Does the view of novice to expert learning
  relate to computers? Do computers have, or use,
  this ability?

8
Supports of the Theory

• Suggests a more gradual approach to child
  development
• Robert Siegler (expert on childrens information
  processing) says
• that learning information processing skills is
  important to cognitive development (i.e.
  recognizing key themes in becoming a better
  reader)
• Childs ability to reason increases with age, due
  to greater variety of mental processes (computer
  software) to draw upon

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THE BIG CONTRIBUTIONS

• Presenting a positive view of development which
  stresses conscious thought
• Offering a detailed description of cognitive
  processes
• Giving us a tangible point of reference

10
Critiques of the Theory

• Very limiting!!
• Lacks
• adequate attention to individualism in cognitive
  development
• Proper detail in terms of cognitive developmental
  changes
• Proper credit to unconscious thought

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Implications Today

• Information-processing cognition scholars working
  towards better strategies to improve childrens
  memory capacities (enable children to learn and
  retain more mental processes)
• Still gaining information on decision making,
  critical thinking, and distinctions between long
  and short-term memory storage and retrieval (not
  enough information is known as of yet)
• How could this information help us in helping
  more of our students succeed?

12
Checking for Understanding

• What/who is/are considered the founding
  father(s) of the information-processing theory?
• What category (or type) of theory does this fall
  under?
• Is this a theory that better supports the concept
  of stage-like development or gradual
  development?
• What is the process of encoding knowledge?

13
Answers to Earlier Questions

• Machines (especially computers)
• Cognitive Theory
• More gradual
• Combining new information with old or creating
  new categories for information that doesnt fit
  with old ones

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Discussion

• Is it valid to use computers, inanimate objects,
  as a point of comparison for human development?
• Do we have processing similarities?

15
My Opinion

• The theory is valid because
• It uses tangible comparisons
• Provides detail
• Has been proven helpful over time in describing
  child development
• The theory is invalid because
• It is too limiting
• Humans are too variable and unpredictable

16
Final Thought

• Garbage in, garbage out. Short-term memory,
  retrieval, storage. Are we talking about
  computers or the human mind?

17
References

• Bush, Gail. (2006, December). Learning about
• learning. Teacher Librarian, 34(2), 14-19.
• Information Processing Theory. Encyclopedia of
  Childhood and Adolescence. (1998). Retrieved
  from http//findarticles.com/p/
• articles/mi_g2602/is_0003/ai_2602000322
• Santrock, J.W. (2007). Child Deveopment.
• Boston McGraw-Hill.
• Svinicki, M.D.  (2005).  Learning and Motivation
  in the Postsecondary Classroom.  Bolton Anker
  Publishing Company.