Information Processing Systems

1. Information Processing Systems A Cognitive Learning Model

2. Cognitive Learning • Differs greatly from Behavioral views • Important mental processes do in fact exist • Those mental processes can be studied scientifically • Humans can actively participate in their cognitive processes • Consequences are taken as feedback • Transformation & Revision of existing knowledge • No single model for cognitive learning exists

3. Cognitive Learning • Types of Cognitive Learning • Declarative • “Knowing that_____” • Facts, generalities, personal preferences, rules, etc. • Huge amounts of information • Procedural • “Knowing how to ______” • Knowledge in action • Science Lab, Essay, Ceramic pot. • Conditional • “Knowing when & why______” • Application to a particular context • Choosing the right procedure to solve a problem

4. Information Processing Model • Sensory Memory • Capacity: amount in this stage of memory • HUGE! • Bombarded with sensory input all the time • Duration: how long it stays • 1 – 3 seconds • Flashbulb • Content: items in storage • Representations of the original stimulus • Flashbulb shaped floating blue dot

5. Information Processing Model • Sensory Memory • Perception • Attaching meaning to a given stimulus in a purely unique way. • Fritz Perls • Gestalt Theory (overhead) • Completion, Pattern, Configuration • Figure – Ground • Closure

6. Information Processing Model • Sensory Memory • Processing Style* • Bottom – Up • Feature Analysis • Sees all the details first • Big picture is challenging • Can’t see the forest because the trees are in the way • Typical Careers of Bottom – Up processors? • Accountants? • Mechanics? • Engineers?

7. Information Processing Model • Sensory Memory • Processing Style* • Top – Down • Pattern recognition • Sees the big picture immediately • Details are challenging • “I don’t know how! I just know!” • Typical careers of a Top – Down processor? • Salespeople? • Leadership? • Artists?

8. Information Processing Model • Working Memory • Capacity • 5 – 9 items • Phone Number?, Social Security?, Student Id? • Duration • 5 – 20 seconds • Why do you take notes? • Content • Digits, Meanings, Musical Notes, Images, Letters, etc.

9. Information Processing Model • Maintenance Activities • Rehearsal • Maintenance repetition • Repeating her phone number until you can enter it onto your cell. • Elaboration • Attaching a significant story to the items • GZL-091 • Chunking • Reducing the number of items in Working Memory by combining them.

10. Information Processing Model • Forgetting • Interference • New & existing knowledge gets confused or merged • “Dang! His name begins with ‘D.’ David? Dan? Don?” • Decay • Knowledge that is not used is eventually lost • Use it or Loose it! • Forgetting as a positive? • Helps to make cognitive processes efficient

11. Information Processing Model • Long-term Memory • Capacity • Virtually unlimited • Excluding any physical trauma or disease affecting the brain • Duration • Virtually Unlimited • Excluding any physical trauma or disease affecting the brain • Content • Networks of meanings, episodes, procedures, schemata, etc.