The Information Processing Approach

1. The Information Processing Approach • The information processing approach • The mind as computer • Relation to the Piagetian approach • History of information processing • Behaviorist foundations • Kendler & Kendler (1962): Reversal and non-reversal learning • Mediational theory • Cognitive psychology and psycholinguistics • Models of information processing • Atkinson & Shiffrin’s store model • Hardware of the system • Software of the system • The flow of information in the system • The levels of processing model • Developmental considerations • Sensory processing • Differentiation theory (Gibson & Gibson) • The search for invariant features • Example of the theory – reading • Enrichment theory • Attention • Control of attention • Planfulness • Adaptability • Memory • Strategies in short term memory • Rehearsal • Organization and elaboration • Retrieval of information – long term memory • Recognition • Recall • Reconstruction • Evaluation of information processing • Strengths of the approach • Breaking down cognitive performance in operating processes • How do children process information • Weaknesses of the approach • Integration of cognitive components • Account of how development occurs • The computer metaphor • The emphasis on verbal, symbolic intelligence

2. The Mind As A Computer • Step 1: • Encoding • Take in and store information • Step 2: • Recoding • Operate on information, revise its symbolic structure • Step 3: • Decoding • Decipher meaning, compare new information with previously stored information • Step 4: • Output • Produce a response, usually a behavioral performance like solving a task or problem

3. Behaviorist FoundationsKendler & Kendler (1962)Reversal and Non-Reversal Learning • First Discrimination Big equals Yes Little equals No + - • Second Discrimination Reversal Little equals Yes Little equals No + - + Non-Reversal Red equals Yes Green equals No -

4. Atkinson & Shiffrin’s Store Model

5. The Levels of Processing ApproachCraik & Lockhart The retention of information is a function of the depth to which the incoming stimuli has been analysed by the system. Example: A written word Levels: ·     Superficial: Perceptual characteristics (e.g., capital vs. small case) ·     Middle: Phonemic characteristics; How does the word sound? Deep: Semantic features or meaning

6. Differentiation TheoryGibson & Gibson Sample feature overlaps: A, E: 3 features – straight (horizontal), intersection, redundancy (symmetry) A, K: 4 features – straight (diagonal /), straight (diagonal \), intersection, redundancy (symmetry), discontinuity (vertical) A, C: 1 feature – redundancy (symmetry) K, E: 3 features – straight (vertical), intersection, redundancy (symmetry)

7. Attention: Central vs. Incidental Learning Central Learning Incidental Learning

8. Strategies in Short Term Memory • Rehearsal • Production deficit • A failure to produce an already existing strategy • Control deficit • An inability to skillfully use a strategy even when chosen • Organization and Elaboration

9. Evaluation of the Information Processing Approach • Advantages • Success in providing detailed specification of how younger vs. older children perceive, attend, memorize, and so on • How do children process information in educational important domains • Problems • The fragmentation of cognitive processing • Explicit account of developmental change • Limitations of the computer metaphor • The emphasis on verbal, symbolic reasoning