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Information-Processing Theory of Development: A Cognitive Theory Approach

Information-Processing Theory of Development: A Cognitive Theory Approach. Amber W. Bunce University of West Georgia Fall 2010. Cognitive Theories of Development. Learning is a mental process. Emphasis is on conscious thoughts, intelligence and language

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Information-Processing Theory of Development: A Cognitive Theory Approach

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  1. Information-Processing Theory of Development: A Cognitive Theory Approach Amber W. Bunce University of West Georgia Fall 2010

  2. Cognitive Theories of Development • Learning is a mental process. • Emphasis is on conscious thoughts, intelligence and language • Important theorist include Jean Piaget (Cognitive Development Theory) and Vygotsky (Sociocultural Cognitive Theory) Jean Piaget Lev Vygotsky

  3. Information-Processing Theory • Development does not occur in stages • Human input is comparative to the input functions of a computer • People manipulate information, monitor it, and then strategize about it • An individual’s ability to process information gradually increases and becomes more complex • Older children have more complex and a larger variety of mental processes than those of younger children (Gale Research 1998)

  4. Information-Processing: George A. Miller • George A. Miller (Kearsley 2010)outlined major concepts to information-processing • Basic principles to Miller’s theory • Chunking – short-term memory can only comprehend 7 (plus or minus 2) chunks of information • Concepts of human processing: gathering and encoding information; retention of information; retrieval of information (Cooper 2009)

  5. Information-Processing: Allan Paivio • Dual-encoding theory • Verbal and non-verbal encoding occurs • Verbal and non-verbal encoding are both equally important to processing • Research based on Paivio’s dual-encoding theory has been beneficial and used in bilingual education (Kearsley 2010)

  6. Information-Processing: In the Classroom • Starting class: • Gain attention • Visual cues, voice inflection, movement • Access Prior Knowledge • Review previous materials Chart (Huitt 2003)

  7. Information-Processing: In the Classroom • Teaching new materials • Highlight important information • Help/Teach organization skills – helping to relate new information to prior knowledge • Teach in “chunks” of material Chart (Huitt 2003)

  8. Information-Processing: In the Classroom • Have them “use” the information – show learning • Comparing and Contrasting • Displaying information/data • Mnemonic clues Chart (Huitt 2003)

  9. Information-Processing: In the Classroom • Reinforce basic skills and knowledge • Drills • Repetition of lesson main points • Memory games Chart (Huitt 2003)

  10. Resources • Ali-Hassan, H. (2008). Information processing theory. Retrieved from http://www.fsc.yorku.ca/york/istheory/wiki/index.php/Information_processing_theory. • Cooper, S. (2009). Theories in Learning in Educational Psychology. Retrieved from http://www.lifecircles-inc.com/Learningtheories/learningmap.html. • Gale Research. (1998). Information processing theory. Encyclopedia of Childhood and Adolescence. FindArticles.com. 24 Oct, 2010. • Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from, http://www.edpsycinteractive.org/topics/cogsys/infoproc.html • Kearsley, G. (2010). The theory into practice database. Retrieved from http://tip.psychology.org. • Santrock, J.W., (2008). Essentials of life-span development (1st ed.). New York: McGraw-Hill

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