Information Processing Blog Post 1

This chapter focuses on information processing and how it is used in cognition and learning. A common theory to explain memory is the three-stage information processing model, which states that when information is processed, our memories go through three stages- sensory memory, working memory, and long-term memory. Sensory memory, which holds an unlimited amount of data for only seconds, is more of an unconscious way of processing that is constantly occurring. Working memory has a limited amount of data storage, is also known as short-term memory. Encoding takes place in working memory, where data is prepared for long-term storage. With long-term memory, information can be held for days, weeks, and even years. Memories can be retrieved using a variety of different strategies, including context, retrieval cues, recall, and recognition tasks.

This chapter is very beneficial for teachers, in that it helps them understand not only what information students take in, but how they take in that information and store it. Bright, large, and new stimuli can get and help sustain a student’s attention, so teachers can keep this is mind when planning lessons and activities. The chapter provides strategies for help students effectively store and retrieve information through the information processing theory. Organization and relevance grab students’ attention and make it easier for them to take in and store information. It is extremely important for teachers to understand the topics they are teaching and must incorporate appropriate strategies in order to help students free up processing space, take in information, store it, and retrieve it.

The end of the chapter focuses on ways that teachers can use their knowledge of information processing in order to help their students store and retrieve information. But what is the best way for a teacher to keep their students’ attention and help them remember the information? Each student will have a unique way of learning and processing information, and different things will grab different students’ attention. Obviously, it will be impossible for the teacher to use a strategy that is perfect for all of his/her students, so what is the best way to cater the most effectively to students?

      According to the Information Processing Theory, learning involves the internal mental processes
      that happen take in and organize data to make it meaningful and memorable. Learning involves
      registering and attending to data (some of which happens unconsciously), processing the data and
      storing it in working memory, and finally store the information for long periods of time in   long-term memory. One implication for teaching is that teachers must learn how to effectively keep their students’ attention so they can store the information.

The reason someone can hear their name in a crowded room is attention. While in a crowded room, your sensory memory is constantly taking in data, whether it be someone’s perfume, the temperature of the room, the texture and feeling of your clothes, or the sounds of all the voices in the room. All of this is going on subconsciously, which is how you can pay attention to one conversation, even though so many are going on. But different things grab our attention and can take us away from the conversation. A sudden loud noise or bright noise would steer your attention away from the conversation. Stimuli that is personally important to us, such as our name, also attracts our attention. We hear our name every day, and it is one of the most personal things about us. It identifies us, so if we hear, no matter where we are or no matter what we are doing, our attention is instantly refocused because we hear something so familiar and unique to us- our name.