Information Processing Theory(IPT)
- 2. • Information processing views the mind as a complex ,symbol manipulating system much like a computer. • Helps to understand what children of different ages do when they face with tasks /problems. • Information processing involves attention, memory and thinking. • Within this model humans are compared to computer
- 3. The Information processing theory • First advanced by Klahr and Wallace(1976) and Siegler (1998) • It analyses how children manipulate information, monitor it and create strategies for handling it.(Halford &Andrews,2011). • It emphasizes the detailed analysis of the processes involved in individual tasks given to a child and his/her ability to meet the processing demands.
- 4. Computer hardware determines the amount of data it can process and the speed of processing.
- 5. Neurological development determines the human capacity and speed of information processing.
- 6. •From the time an information is presented to the senses as (Input) until it emerges as behavioural response(output), information is actively coded, transformed and organized. •Children’s IP -limited by the capacity and speed and abilty to process information. •Cognitive Development depend upon the ability to overcome processing limitations by •Acquiring, expanding, executing new knowledge and strategies. *IP-Information Processing
- 7. SPEED AND CAPACITY OF INFORMATION PROCESSING •Speed and Capacity- “Cognitive resources”-influences memory and problem solving . •Biology and experience contributes to growth in cognitive resources.(Goldstein,2011;Reed,2010) •Increases in Speed underlie age related changes in cognitive skills(Edmonds et.al,2008) •So processing speed may underlie individual differences in IQ scores(Thomas &Karmiloff-Smith,2003). •Speed is linked to Central Nervous System functioning and to IQ(Correlation of 0.45)
- 8. •Pruning and other biological changes in the brain-affect the functioning at structural level. •Mylination-Increases speed of processing by increasing the speed of electrical impulses in the brain(Paus,2009) •Increase in capacity-improves processing of information(Halford &Andrews,2011;Mayer,2008) As children’s IP capacity Increases-likely to hold several dimensions of a topic/problem.
- 9. MECHANISM OF CHANGE According to Robert Siegler (1998)-3 mechanisms that work together to create change in the cognitive skills. 1. ENCODING 2. AUTOMATICITY 3. STRATEGY CONSTRUCTION
- 10. ENCODING The process by which information gets in to memory. Changes in children’s cognitive skills depend on increased skills at encoding relevant information and ignoring irrelevant information. Eg: To a 4 yr old, s in cursive writing is a shape very different from ‘S’ in printed form. But for a 10yr old –he has learned to encode the relevant facts that both are letter “s” and he ignores the difference in shape.
- 11. Encoding-Initial stage of receiving a stimulus . Influenced by Maturation and experience- novices remember new information less well than an expert.
- 12. The ability to process information with little or no effort. Practice allows to encode more information automatically. Eg: If a child has learned to read well, they don’t think about each letter in a word as a letter ; instead they encode whole words. Once a task is automatic-doesn’t require conscious effort-IP becomes more automatic. AUTOMATICITY
- 13. “Creation of new procedures for processing information” Eg. Children’s reading benefits when they develop strategy of stopping periodically to take stock of what they have read so far(Pressley,2007) STRATEGY CONSTRUCTION
- 14. Children learn to use what they have learned previously to adapt their responses to a new situation. Metacognition- part of self modification “Knowing about knowing”(Flavell,2004) Eg. Children try out different methods and see which they like the best –Later, learn how to select the best route to solve a problem-IP become efficient. *SELF MODIFICATION
- 15. “Memory is the retention of information over time” (Santrock,2013) According to Atkinson & Shiffrin(1968),3 stages of mental processing 1. Sensory memory Associated with sensual perception Act as portal for all information that is to be a part of the memory Last for about ½ sec to 3 sec.
- 16. 2. Short term memory Working memory Conscious/active memory that is actively processed when a new information is being taken in. Lasts for 15-30sec May be lost if not rehearsed
- 17. 3. Long term memory Houses all previous perceptions, knowledge and information learned by an individual. Permanent store of information- resides in a dormant state- until fetched it back into consciousness. Information stored for extended period of time and limits of its capacity is not known. Chunking and rehearsal helps to keep information as long term.
- 18. EXTERNAL STIMULI SENSORY MEMORY (SM) SHORT TERM MEMORY (STM) LONG TERM MEMORY (LTM) •In sensory memory-sensual information is held very briefly before being lost. •If attended to, analyzed and encoded as meaningful pattern, we say that it has been perceived- enters STM. If nothing further is done –information shall disappear within 15-20 sec •If STM is further processes –Information will be encoded into LTM-remains forever
- 19. • Attention is the focusing of mental resources. • Improves cognitive processing for many tasks. • Children allocate attention mainly in 4 ways: Selective attention-Focusing on a specific aspect that is relevant while ignoring other irrelevant things. Divided attention- Concentrating on more than one activity at the same time.
- 20. Sustained attention-Ability to maintain attention to a selected stimulus for a prolonged period of time. Executive attention- Involves action planning, allocating attention to goals, error detection and compensation ,monitoring progress on tasks and dealing with novel or difficult circumstances. Attention and memory –steps towards “thinking”
- 21. “Thinking is the manipulation of mental representation”
- 22. Incoming stimulus information Stage 1- Stage 2- Stage3- Stage 4- Stage 5- FIG.: An information processing system-Some stage depends on Short term memory and long term memory and require some attention 1.SENSORY PROCESSING 2. PERCEPTION 3. DECISION MAKING 4. RESPONSE,SELECTION ,ACTION 5. RESPONSE EXECUTION MEMORY ATTENTION
- 23. Action that has been taken provides new information- passed to the system of processing in the ongoing circle of thought(Douglas,2011) The information processing approach –clarifies the processing of social information. eg: How children solve social problems and acquire gender based preferences and behaviours(Crick & Dodge; Liben &Bigler,2002)- Helps to design intervention that promote favourable social development.
- 24. STEPS IN INFORMATION PROCESSING 1. ENCODING Input of the information into the memory system. Sensory Information is organized with other similar information and connect it with existing concepts. This occurs through automaticity. Types of encoding Semantic encoding(encoding of sensory input that has particular meaning) Visual encoding(encoding visual sensory information) Acoustic encoding(encoding of auditory impulses)
- 25. 2. STORAGE Permanent record of information. For a memory to go into storage ,it has to move through S.M*, S.T.M**,L.T.M*** *S.M-Sensory memory **S.T.M-Short term memory ***L.T.M-Long term memory
- 26. 3. RETRIEVAL Act of getting information out of memory storage and back into conscious awareness. 3ways of retrieval i. RECALL- Accessing information without cues. ii. RECOGNITION- Identifying information that was learned after encountering it again- involves comparison process iii. RELEARNING- Learning information that was learned before
- 28. It acknowledges that humans have immense thinking capability The theory is being utilized in the study of computer or artificial intelligences Looks closely at how stimulation from the environment goes though the process of attention, perception and storage throughout a series of distinct memory stores. Contributes to learning theories. CONTRIBUTIONS/STRENGTHS OF INFORMATION PROCESSING THEORY
- 30. CRITICISMS OF INFORMATION PROCESSING THEORY The metaphor of the computer is off-putting to many people. No current computer program can be truly simulate the full range of human cognition. It doesn’t account for fundamental developmental changes in the brain. It gives excess focus on the internal cognitive processes, and pays little focus on environmental influence or the nature of external stimuli to which the individual is exposed to.
- 31. Impacts of emotions or behaviours on cognitive processing is not explained. It doesn’t consider individual or cultural differences.