1. Teacher Max wanted his students to be able to retain each day's lesson. Which of the following will least contribute to this?
A. Grouping ideas
B. Detailed notes
C. Providing hand outs
D. Mnemonic devices
2. Which is the first important step for the information to be processed?
A. Rehearsal
B. Sensory Register
C. Attention
D. Organization
3. Teacher Xena believes that in order to make her students learn effectively, the knowledge about short and long term memory is important. She adheres to which theory?
A. Information Processing
B. Operant Conditioning
C. Subsumption
D. Connectionism
4. Teacher Betty applies her knowledge on information processing among her learners. She can be considered as a/an,
A. Idealist
B. Behaviorist
C. Constructivist
D. Cognitivist
5. Learners can hold 3 to 7 chunks of information in the short term memory, what does this imply?
A. It is important to gain the learners' attention.
B. Teach the students to note important ideas.
C. Repeat and rehearse the information.
D. Play memory games.
Answer Key: 1. B; 2. C; 3. A; 4. D; 5. B
Showing posts with label Information Processing Theory. Show all posts
Showing posts with label Information Processing Theory. Show all posts
Friday, July 27, 2012
Tuesday, July 24, 2012
Applications: Information Processing Theory
Information Processing Theory I must say, is one of those theories who can really be applied in teaching and learning. Sometimes, teachers are bothered about how will they make their students retain the topics that they teach. Through this theory, teachers may be able to present information based on how the mind works and to achieve long term learning.
1. Attention is very important. Get the class's attention before starting a lesson. You can have drills, energizers or routine signals. Also, you can move around the room while discussing or adjust the volume of your voice to gain learners' attention.
2. Relate prior knowledge to new learning. Learners can retain more the information in which they are familiar or can relate with. This is the reason why we have to review last day's lesson or relate the topic to our learners' experiences.
3. Learners' process 3 chunks of information the least. This means that we have to highlight important information. Teachers actually do this when they try to write on the chalkboard important words in their discussion or when they provide handouts.
4. Organize the information being presented. You can do inductive(specific-general)/deductive(general-specific) logic or simple-complex sequence. Graphic organizers can be used to clearly present these.
5. Teach the learners how to categorize, classify or group information. Try to look for similarities or differences among the concepts.
6. Utilize mnemonic device or memory aids like acronyms, mental imagery, keyword method, etc.
7. Drills, reviews, exercised that will provide repetition for learning are encouraged.
1. Attention is very important. Get the class's attention before starting a lesson. You can have drills, energizers or routine signals. Also, you can move around the room while discussing or adjust the volume of your voice to gain learners' attention.
2. Relate prior knowledge to new learning. Learners can retain more the information in which they are familiar or can relate with. This is the reason why we have to review last day's lesson or relate the topic to our learners' experiences.
3. Learners' process 3 chunks of information the least. This means that we have to highlight important information. Teachers actually do this when they try to write on the chalkboard important words in their discussion or when they provide handouts.
4. Organize the information being presented. You can do inductive(specific-general)/deductive(general-specific) logic or simple-complex sequence. Graphic organizers can be used to clearly present these.
5. Teach the learners how to categorize, classify or group information. Try to look for similarities or differences among the concepts.
6. Utilize mnemonic device or memory aids like acronyms, mental imagery, keyword method, etc.
7. Drills, reviews, exercised that will provide repetition for learning are encouraged.
Information Processing Theory
Information Processing Theory explains acquisition of knowledge in a step-by-step manner. Sometimes, this theory is said to be analogous to how a computer works. What is good about this theory is its being organized in presenting how information comes to our mind. It gives us a picture or a diagram about how we learn things and processes that take place inside our head.
The Three Primary Processes
I. Encoding. This when the information in our environment is being sensed, perceived or attended to.
II. Storage. After we encode the information, it is stored for either a short or long period of time depending on how we process or encode the said information.
III. Retrieval. The stored information is retrieved when needed in a certain task.
The Three Main Stages of Information Processing
1. Sensory Memory
Human body perceives the environment through the senses. These sensations travel to the brain as electrical impulses or synapses. However, these electrical impulses or synapses must be translated in such a way that the brain can understand. This process is called transduction. Sensory Memory, the first main stage of information processing is affiliated with the transduction of energy.
In this stage, our mind holds the information for extremely brief period of time, since it receives a great amount of information more than it can hold or perceive. This is the reason why attention is very important on this stage. In order for the information to proceed to the next stage, that information must be attended to, or must be familiarized by the thinker. In addition, the duration is different among the senses, like auditory memory is more persistent than visual memory.
2. Short-Term Memory
This memory is also called working memory because this refers to what we are thinking in a certain moment of time. This stage is created if we attend to an external information, a thought that popped in our head, or both.
The capacity of short term memory is said to be 7 plus-minus 2. This means that STM can hold 5 to 9 chunks or bits of information. The duration of the information while in the STM is dependent on how we organize or practice/repeat that information. Thus, organization and repetition, plus chunking or grouping, can help the information proceed to the next stage, that is the Long-Term Memory.
3. Long-Term Memory
This is the final stage of memory wherein the information can be stored permanently until needed. Its capacity is unlimited and its duration is indefinite.
Take note however that these stages are not like that of machines that once turned on, will do the process 1st step, 2nd step, 3rd step, so on and so forth. The processes are said to be controlled and regulated by an executive processing system, more popularly known as metacognition. Metacognition, in simpler terms, is "thinking about thinking"
photo credit: http://www.stephpalmer.co.uk/Cognitive/infomodel.gif
The Three Primary Processes
I. Encoding. This when the information in our environment is being sensed, perceived or attended to.
II. Storage. After we encode the information, it is stored for either a short or long period of time depending on how we process or encode the said information.
III. Retrieval. The stored information is retrieved when needed in a certain task.
The Three Main Stages of Information Processing
1. Sensory Memory
Human body perceives the environment through the senses. These sensations travel to the brain as electrical impulses or synapses. However, these electrical impulses or synapses must be translated in such a way that the brain can understand. This process is called transduction. Sensory Memory, the first main stage of information processing is affiliated with the transduction of energy.
In this stage, our mind holds the information for extremely brief period of time, since it receives a great amount of information more than it can hold or perceive. This is the reason why attention is very important on this stage. In order for the information to proceed to the next stage, that information must be attended to, or must be familiarized by the thinker. In addition, the duration is different among the senses, like auditory memory is more persistent than visual memory.
2. Short-Term Memory
This memory is also called working memory because this refers to what we are thinking in a certain moment of time. This stage is created if we attend to an external information, a thought that popped in our head, or both.
The capacity of short term memory is said to be 7 plus-minus 2. This means that STM can hold 5 to 9 chunks or bits of information. The duration of the information while in the STM is dependent on how we organize or practice/repeat that information. Thus, organization and repetition, plus chunking or grouping, can help the information proceed to the next stage, that is the Long-Term Memory.
3. Long-Term Memory
This is the final stage of memory wherein the information can be stored permanently until needed. Its capacity is unlimited and its duration is indefinite.
Take note however that these stages are not like that of machines that once turned on, will do the process 1st step, 2nd step, 3rd step, so on and so forth. The processes are said to be controlled and regulated by an executive processing system, more popularly known as metacognition. Metacognition, in simpler terms, is "thinking about thinking"
photo credit: http://www.stephpalmer.co.uk/Cognitive/infomodel.gif
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