Information Processing

https://clemson.box.com/informationprocessing

Behaviorism V Cognitivism
Behaviorist approaches E Cognitivist approaches
focus on the observable
environment and
R claim that mediational
(mental) processes
ignores unseen mental S can be studied using
processes experiments
U
STIMULUS S ??? RESPONSE INPUT
MEDIATIONAL
PROCESS
OUTPUT

Mediational Processing
Events take place between input and output:
+Varying degrees of paying attention
+Interpreting information from perception
+Relating new knowledge to old (problem solving)
+Encoding and retrieving valuable information

=We must understand mediational
processes to understand behavior Piaget
*These two were integral to
Tolman the rise of cognitivism

The Computer Metaphor

Essentially,
humans interpret,
INPUT PROCESSES
Stimuli trigger attention and analysis
code, store, and
retrieve info
similar to a
STORAGE PROCESSES
computer
The brain interprets and manipulates data

OUTPUT PROCESSES
EFFECTIVE TEACHERS SEEK Important data is encoded to and retrieved
TO ENCODE INFORMATION FOR
LONG-TERM RETRIEVAL from long-term storage for future use

Memory
Sensory WORKING Long – Term
Passive Active Activated
Lasts .5 to 3 seconds Lasts 5-15 seconds Organized by Schemas
(longer for echoic than iconic stimuli) (unless mental rehearsal occurs)
Considered unlimited in
Screens stimuli Will experience capacity and more-or-less
unconsciously for interference: permanent
pertinent information Any disruption to
rehearsal/coding Types:
Affected by attention Creates decay Declarative knowledge
(knowing what)
Holds 5-9 items at a Procedural knowledge
time (knowing how)
Episodic knowledge
(individual memories)

Attention
Automatic – not intentional or voluntary

Selective – consciously chosen

Decays – stimuli that does not receive attention is lost

Incomplete – initial meaning is based on sensory perception

Activity
watch, listen, and recall

Cognitive Load
everyo
limited ne has
attent
resour ional
ces
Means of improving cognitive load:
AUTOMATICITY
the ability to perform a task quickly from repeated practice
SELECTIVE PROCESSING
intentionally focusing on only things relevant to a task

P S
TI writing down information, creating acronyms/initialisms, finding
and recognizing patterns, moving and seeking visual cues
(visuospatial stimuli), writing and reciting songs or rhymes, etc.

Mapping from Memory

Activity CLASS’ COLLECTIVE MEMORY OF CAMPUS
(near our classroom)
On the paper provided, draw a map 4
5 maps including

of how you will get from class to your maps rendering our
building’s clock tower
parking spaces

car this evening. 2

maps referencing
5
maps offering
street names

Include landmarks and references directions out of the

classroom

that would help someone else 2

maps referring to our
7
maps using the front of
building as Old Main the classroom (west) to
understand your path. 4
maps referencing
orient perspective

Bowman Field

Once you have finished your drawing,

compare your visuospatial awareness 6
and memory of Clemson’s campus 2 maps referring to our
building as Tillman
maps identifying
the cannons as a
with those around you! landmark

KEY CONTENTIONS
Important differences exist between humans and computers:

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computers don’t have emotions or get tired like humans
As of yet,
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Computers can more efficiently and completely store and retrieve
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information to and from memory

yet

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A computer’s central processor has limited capacity, and capacity
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limitations also affect the human attentional system
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Computers were initially limited to serial processing, but modern
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computers parallel process (just differently from humans)

Implications for Education

K–12 College Teacher
An educator should try to engineer instruction in An educator should try to engineer instruction in An educator should try to engineer instruction in
such a way that students encode all important such a way that students encode all important such a way that students encode all important
information to their long-term memory. information to their long-term memory. information to their long-term memory.

The more information is dispersed across The more information is dispersed across The more information is dispersed across
complementary modes and stimuli, the greater complementary modes and stimuli, the greater complementary modes and stimuli, the greater
chance that a learner's memory will attach to the chance that a learner's memory will attach to the chance that a learner's memory will attach to the
information. information. information.

Never underestimate the limits of attention. Never underestimate the limits of attention. Never underestimate the limits of attention.

Parallel processing ≠ conscious multitasking. Parallel processing ≠ conscious multitasking. Parallel processing ≠ conscious multitasking.

Cognitive load is not predetermined, it can be Cognitive load is not predetermined, it can be Cognitive load is not predetermined, it can be
improved with various memory aids and devices. improved with various memory aids and devices. improved with various memory aids and devices.

Information committed to rehearsal is not nearly as Information committed to rehearsal is not nearly as Information committed to rehearsal is not nearly as
long-lasting and influential as information that is long-lasting and influential as information that is long-lasting and influential as information that is
encoded. encoded. encoded.

The human brain does not compute the answers to a The human brain does not compute the answers to a The human brain does not compute the answers to a
problem like a computer does; it encodes and problem like a computer does; it encodes and problem like a computer does; it encodes and
retrieves solutions from memory. retrieves solutions from memory. retrieves solutions from memory.

Encoded knowledge is the best outcome for Encoded knowledge is the best outcome for Encoded knowledge is the best outcome for
instruction. instruction. instruction.

ED 9550 • Spring 2016 • Stephen Chou and Jonathan Lashley