Current Events

Week 3

Cognition & Information Processing

Rebecca West & Sami Vindigni

Information Processing and Memory: Theory and Applications

SUMMARY

This article provides an overview of the theories associated with cognition and information processing. The authors describe the historical perspectives of cognitive psychologists related to memory retention. The interconnected

nature of these various models is also discussed. Throughout the article, it is repeatedly mentioned that even though cognitive psychologists agree upon

certain aspects of information processing, the area of memory is still of great debate. Some models, such as the stage model, describe memory retention as sequential, with new stimuli traveling through different levels of memory

in stages. The Stage Model by Atkinson and Shiffrin (1968) is the most commonly used model for information processing. Other, more recent,

models see it to be a more “free-flowing” process where multiple stimuli are processed simultaneously. The final sections of this article discuss the

educational implications of information processing and memory retention. The Taxonomy of the Cognitive Domain has individuals use more complex

reasoning skills as they better understand the concepts being taught.  Cognitive psychologist continue to investigate and debate the way information is processed in the human brain. No matter the model

supported, all agree it is essential that information be transferred to a learner’s long term memory in order for true learning to occur.

ExamplesBecki

In a 2nd grade classroom, students are learning their doubles facts. The teacher presents a poem that links

each sum to a rhyming word or action. Students

revisit and recite this poem each time they encounter a doubles fact throughout the

lesson. This type of rehearsal will help students keep the information until it

can be processed by the brain.

SamiMs. Wills 4th class reviews math facts every morning. The students have been doing this morning drill ever since 1st grade. Ms. Wills transitions into her math lessons which always involve the operations reviewed that morning.

OpinionsBecki

As an educator, I agree that there are various ways for

students to retain information learned. I do not know if there

truly is one “right answer” when it comes to memory retention. The various theories presented each offer different ideas which are valid and applicable in the

classroom environment. I believe that defining one

particular theory as the right one may not be the best practice, as

no two learners are alike.

SamiI believe that having

students connect prior knowledge to new skills is an effective way to remember the information.  I think that

the Taxonomy of the Cognitive Domain is great for

promoting real world skills for the typical learner. My

hesitation with being fully on board with the Taxonomy of the Cognitive Domain is that one must go through all the

levels to show they mastered the topic but I feel like it

should be more individualized. Some

students may only ever be able to reach the application level but that is a success for

that student.

The Information Processing Approach to Cognition

SUMMARY

The second article reviewed this week discusses the principles of information processing with a direct focus on the implications for classroom instruction. Four models are described; the stage theory model, levels of processing theory, parallel-distributed processing, and connectionistic. Many theorists have differing ideas on the best practices for information processing but most agree that there are 4 general principles. It is generally agreed upon that there is limited capacity, meaning only a certain amount of information can be processed, and that part of that capacity is used by a control mechanism of some sort. It is also consistent through most models that we are constantly using gathered and stored information. The idea that all humans are in some way genetically wired to collect and organize information presented by stimuli is also a point of consensus among researchers. The dominant ideology of memory retention is the stage theory model, where information travels sequentially from sensory memory, to short term memory, and finally to long term memory. During sensory memory, it is essential that learner focus is maximized in order to produce maximum results. Short term memory, or working memory, is information that must be repeated or built upon if it is to be committed to long term memory. Several methods of elaboration can be used in order to commit information to long term memory, memory that can be easily or unknowingly recalled. These long term memories includes declarative memory, or spoken of information, procedural memory, which is “how to” information, and imagery. The acquisition of new information is an essential process that must be understood by educators in order to positively impact classroom learning

.

ExamplesBecki

Within a math lesson a fourth grade teacher

gains student attention by using a clapping

signal that engages the students. She reviews the material covered in yesterday’s lesson and connects the learning to their objective for

the day.

SamiStudents in Mr.

Johnson’s class are being tested on a whole text book. Mr. Johnson

wants the class to study the book. One student asked “What

are the important parts we should remember?” Mr. Johnson replied: “All

of it.”

OpinionsBecki

From experience, I know that learners are able to remember

information that has been experienced in multiple ways

more easily. Many of the ideas presented in the graphic titled

“Using the Information Processing Approach in the Classroom” are

some of the readily used items in my so-called teacher toolbox. I

have observed first hand the power of some of these

strategies in the reinforcement of information acquisition.

SamiI thought it was great that this

article gave examples such as for Sensory memory it suggested interesting features and known patterns as ways for students to attend to the task. Another great area was the section on chunking

which is very relevant for teachers. The best part was the

“Using the information processing approach in the classroom” chart!

It was a simplified way for the reader to see the important

principles and how might they look in our classroom.  

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