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Information Processing Models 1970s - Present

Information Processing Models 1970s - Present. Describes the processing, storage and retrieval of knowledge from the mind. Impetus for Change. Growth of computer technology: Can a computer learn to read? Increased federal funding for research: Center for the Study of Reading

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Information Processing Models 1970s - Present

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  1. Information Processing Models1970s - Present Describes the processing, storage and retrieval of knowledge from the mind

  2. Impetus for Change • Growth of computer technology: Can a computer learn to read? • Increased federal funding for research: Center for the Study of Reading • Focus on cognition as opposed to perception • Merger of cognitive psychology and literacy research

  3. Information Processing Components • Sensory memory and perception • Short term, working and long term memory • Episodic, semantic, procedural and flashbulb memory • Schemas • Attention • Executive control processes

  4. Early ModelsSubstrata-Factor Theory of Reading: Holmes • Variables correlated with reading ability • Cognitive ability • Verbal ability • Fine motor skills • Eye movements • Personality factors

  5. Rauding Theory: Carver • Reading includes 5 cognitive skills • Skimming • Scanning • Rauding (Typical reading) • Rauding accuracy or vocabulary • Rauding rate • Learning • Memorizing

  6. Bottom Up Model: Gough • Cognitive processing of information proceeds from lower order to higher order stages • Reading comprehension is a result of two processes: decoding and language comprehension

  7. Automatic Information Processing Model: LaBerge and Samuels • Model components • Visual memory • Phonological memory • Episodic memory • Semantic memory • Attention

  8. Role of Attention: LaBerge and Samuels • Individuals have a limited amount of attention available • Automaticity in some components fress attention • Is basis for attention to fluency

  9. Interactive Model: Rumelhart • A non-linear model • Simultaneous convergence of different processors • Syntactic • Semantic • Orthographic • Lexical

  10. Later Models Interactive-Compensatory Model: Stanovich • Based on Rumelhart’s nonlinear interactive model • Text processors are compensatory; if one processor has insufficient data, the others compensate

  11. Orthographic Processing Perspective: Ehri • Words are not captured in memory as a geometric figure or by rote memorization • Words are captured as a sequence of letters related to sounds • Words are captured using letter-sound rules • In subsequent encounters, words are retrieved through letter sound connections

  12. Verbal Efficiency Theory: Perfetti • Reading of print is related to internal hearing • The amount of time it takes to read a word aloud (vocalization latency) is indicative of how well the word is known • Decoding skill is the major source of variation in vocalization latency

  13. Construction-Integration Model: Kintsch • Readers construct representations or understandings of what they read at several levels • Linguistic level (words) • Conceptual level (word and sentence meaning) • Situational level (text integrated with general knowledge)

  14. Construction-Integration Model: Kintsch • Two primary cognitive processes are used to construct the representations • Construction: Text base is constructed from linguistic input and prior knowledge • Integration: Understanding of text is integrated into general knowledge base

  15. Phonological-Core Variable Difference Model: Stanovich • IQ discrepancy is inaccurate in identifying dyslexic readers • Primary issue is a phonological processing deficit (awareness of and ability to hear and manipulate sounds within words) • “The Matthew Effect”

  16. Latest ModelsParallel Distributed Processing Model: Rumelhart/McClelland • All information is stored as a series of connections between units • Connections between units become stronger and faster with repeated parings • Four primary processors • Orthographic: letter recognition • Meaning: Vocabulary • Phonological : sound processing • Context: Meaning of text

  17. Dual-Route Cascaded Model: Coltheart • Two routes for word recognition • Lexical route: Familiar words read as a whole • Sublexical route: Used for letters/words that are unfamiliar to the reader

  18. Double-Deficit Hypothesis • Explains the causes of reading disabilities • Two deficits in: • Phonological skill • Rapid naming skill • Three types of reading disabilities • Core deficit: Phonological deficits • Core deficit: Rapid naming deficits • Core deficit: Double deficit

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