1. Implications for instruction
1.1. General
1.1.1. Provide organized instruction.
1.1.2. Arrange extensive and variable practice.
1.1.3. Enhance learner’s self- control of information processing.
1.1.3.1. Metacognition
1.1.3.1.1. One’s awareness of thinking and the self- regulatory behavior (conditional knowledge) that accompanies this awareness.
1.2. Technology-based
1.2.1. Magyar Ok
1.2.2. Quizlet
1.2.3. Duolingo
1.2.4. Grasshopper
2. Limitations&critique
2.1. The information processing models assume serial processing of stimulus inputs.
2.1.1. Serial processing
2.1.1.1. Effectively means one process has to be completed before the next starts.
2.1.2. Parallel processing
2.1.2.1. Assumes some or all processes involved in a cognitive task(s) occur at the same time.
2.2. The analogy between human cognition and computer functioning adopted by the information processing approach is limited.
2.3. The evidence for the theories/models of attention which come under the information processing approach is largely based on experiments under controlled, scientific conditions.
2.4. Although it is agreed that stimulus driven (bottom-up) information in cognition is important, what the individual brings to the task in terms of expectations/past experiences are also important.
3. Overview
3.1. Information of processing system
3.1.1. Stages
3.1.1.1. Sensory Memory
3.1.1.2. Working memory/Short-term memory/Short-term store
3.1.1.2.1. 7 ± 2
3.1.1.2.2. Chunking: working memory capacity may be increased through creating larger bits.
3.1.1.3. Long term memory
3.1.2. Flow of information
3.2. Processes
3.2.1. Sensory Memory
3.2.1.1. Selective Attention
3.2.1.1.1. Refers to the learner’s ability to select and process certain information while simultaneously ignoring other information.
3.2.1.2. Automaticity
3.2.1.2.1. When tasks are overlearned or sources of information become habitual...
3.2.1.3. Pattern Recognition
3.2.1.3.1. Refers to the process whereby environmental stimuli are recognized as exemplars of concepts and principles already in memory.
3.2.2. Working memory
3.2.2.1. Rehearsal
3.2.2.1.1. Recency
3.2.2.1.2. Primacy effects
3.2.2.2. Encoding
3.2.2.2.1. Refers to the process of relating incoming information to concepts and ideas already in memory in such a way that the new material is more memorable.
3.2.3. Long term memory
3.2.3.1. Representation&Storage
3.2.3.1.1. Network Models of LTM
3.2.3.1.2. Feature Comparison Models of LTM
3.2.3.1.3. Propositional Models of LTM
3.2.3.1.4. Parallel Distributed Processing (PDP) Models of LTM
3.2.3.1.5. Dual-Code Models of LTM
3.2.3.2. Retrieval
3.2.3.2.1. Recall
3.2.3.2.2. Recognition
3.2.3.2.3. Encoding Specificity
3.2.3.3. Forgetting
3.2.3.3.1. Failure to encode
3.2.3.3.2. Failure to retrieve
3.2.3.3.3. Interference