This module explains the idea of how Information Processing proves as a theory of learning for students. In this module, readers learn about the three stage model of of information processing. It shows how memory proves to be a main agent in the ideas behind information processing. The three stage model of information processing includes three types of memories with different tools used to retreat back and forth from each memory. The three memories, Sensory, Working and Long-term prove to all have separate functions in the theory of learning processing. Each memory works in a different way to help store, and learn information.
In each stage, different strategies are important in aiding in learning the information. For example, in the sensory memory stage, criteria are used to determine the amount of attention particular stimuli deserve -- size, intensity, novelty, incongruity, emotion, and personal significance. In the working memory stage, encoding happens, which means that we modify or reformat information to prepare it for long term storage. Encoding happens from rehearsals, chunking, mnemonic devices, hierarchies and visual imagery. In the long term memory stage, memories are stored with different types of knowledge, explicit or implicit. At the end of the section is discusses how memories are retried, and how recall and recognition work in finding information stored and processed already.
This module helps teachers to understand what forgetting is about, and how to help students to find a way to encode the information in the best way possible. It also helps teachers to understand how to keep students' attention during the lessons so they can process the information in the best way possible. This takes organization on a teachers point of view and a conceptual understanding of the information presenting.
A question I have after reading this section has to do with implicit knowledge. I find it fascinating that we have implicit knowledge that we know unconsciously about in our processing of information. The example in the book refers to if we cross path with a snake, and we associate that immediately with fear even if we have had no encounter with it. My question about implicit knowledge is if it comes from genetics, could you implicitly process information because of something your mom and dad fear?
Learning from an Information Processing Theory focuses on understanding the information through memories. One will learn from this theory when they properly input memories into the sensory memory, focus on them and perceive them, head into working memory, and then store them in long term memory. From long term memory, learning can happen from retrieval as well. Information can be lost from the system in all stages of memory but the learning comes from progressing through the stages. Teachers must use attention signals and plan for attention to be able to actively engage the students to be able to process information. Attention is everything in order to learn through information processing.
People forget things for different reasons but cognitive psychologists from the information processing theory pint to three different reasons, encoding failure, storage delay, and retrieval failure. Encoding delay describes failing to encode the information successfully, meaning it didn't successfully make it through the stages to reach long term memory. Storage delay deals with memory for new information fading quickly and then delays in the process, this is a forgetting curve. Retrieval failure deals with information unavailable because we learned the information but can not pull it off the mental record. This is because of interferences, something that occurs when learning of some items interferes with the retrieval of others.
I think the implicit knowledge is a pretty interesting idea too, but it's also an ongoing debate. The example about snakes describes something that may have become a part of our genetics through millions of years of evolution. That's sort of plausible, but no, a fear from only a generation before wouldn't be passed on. Why? It's not in their genetics. Typically people develop fears based on one traumatic experience they might not remember, but say your parent had some experienced that caused their fear of rats. Then, they had you 20 to 25 years later.... Their genetic code didn't change between that first experience and passing on their genes. I suppose it's possible to have a 'rat fear gene' that is suddenly expressed because of a mutation, but it's probably going to show up in multiple individuals within a large social group.
ReplyDeleteIf you're interested in a study that found that children could visually recognize a snake before other kinds of stimuli (indicating that they're genetically predisposed to be fearful of them?):
http://www.faculty.virginia.edu/childstudycenter/Detecting%20Snakes%20in%20the%20grass%20(2008).pdf
Of course, you could also say our visual processing systems (how our visual cortex works) allows us to recognize particular kinds of lines and shapes quickly--which is also true. Maybe it's just the simple line shape that's easy to see?
I like what you have here, but be careful with a couple of things:
ReplyDelete-You describe different criteria through which items may pass from sensory to working memory (novelty, etc), but you say they're used to 'determine the attention something deserves'. Remember this isn't a conscious decision! Something may pull your attention to the side (unconsciously) based on being novel but it's not a conscious decision. If you are aware of the decision, then the thing is already in your working memory.
-Also, I think you understand this, but something like encoding does happen within working memory (you're conscious of it) but it's also the agent that moves something from working memory to long term....
You did a nice job here. I think the last paragraph is still a bit in 'book terms' so I'd like you to be able to describe why forgetting happens more in your own words (if that was required on a midterm question).