E2- Information Processing Theory

Question 1

ex of IPT

Answer 1

able to recognize millions of different trees as trees even though they are not identical

Question 2

What is Information Processing Theory

Answer 2

• is a group of cognitive theories
• focuses on how people process the information they obtain from the environment
• early views of IPT modeled brains after computers
• knowledge is organized and interrelated

Question 3

Assumptions of cognitive theories and IPT

Answer 3

• only human learning processes
• learning= you are acquiring information in your brain
• formation of mental representations or associations
• learners actively participate and control learning
• observable behaviors allows for inferences about unobservable mental processes

Question 4

Dual-Store Memory Model

Answer 4

(3 parts SR, WM, LTM)

• an input and this is the first from of memory that takes in sensory information (all information is lost within 2 seconds)
• —-»» if you pay attention to it then—–»> goes into the working memory (maintenance/rehearsal is required) (if not info is lost in 10-15 sec)
• —»> if encoded and retrieved it will remain in the long-term memory and will remain here forever (some info lost over time)

Question 5

memory vs learning

Answer 5

memory: ability to recall previously acquired information
learning: the acquisition of new information or skills

Question 6

Computer mind analogy

Answer 6

sensory register (flash drive) –> working memory (the box of a desktop) –> long-term memory (hard drive)

Question 7

Sensory Register:

Answer 7

• very large capacity because not very conscious about it
• stored in same form that it is sensed in (smell something stored as smell)
• very brief duration (<2 sec)
• subconscious process

Question 8

perception

Answer 8

the process of assigning meaning to stimuli, we match input to known information

Question 9

bottom up vs top down processing

Answer 9

• BU: perceiving the stimulus as it is and using ONLY sensory information
• TD: applying prior knowledge to interpret the stimuli (drive by cognition)

Question 10

attention

Answer 10

to move information from the sensory register to the working memory, we need to pay attention to that information

-attention has a limited capacity

Question 11

Working Memory

Answer 11

• very limited capacity (7+-2)
• forms of storage: often auditory, also can be visual, spatial and tactile
• duration is less than 30 seconds
• issues can occur: decay and interference

Question 12

When recalling items from a list: Primacy Effect, Middle and Recency Effect

Answer 12

Primacy: good recall for the first items seen

Middle: items not well recalled

Recency: good recall for last items because still active in the working memory

Question 13

Automaticity

Answer 13

“autopilot”

• when responses are produced without conscious though they have reached automaticity
• beneficial because it frees up space in WM for other cognitive activities

Question 14

Long Term Memory

Answer 14

• capacity: unlimited
• forms of storage: language, images, sensations abstractions etc.,
• all this information is interconnected or organized in some way that is meaningful to the person
• duration: forgetting=poor retrieval, dependent on encoding

Question 15

LTM Encoding Processes:

Rote Learning

Answer 15

learning information via maintenance rehearsal

Question 16

LTM Encoding Processes

Meaningful learning

Answer 16

• relating information to knowledge already stored in LTM
• facilitates both storage and retrieval
• reference effect is particularly helpful
• elaboration: ex-mnemonic devices, descriptions, examples etc.

Question 17

LTM Encoding Processes

Internal Organization

Answer 17

-when pieces of new information are interconnected in some way
-most effective when learner-generated (not by teacher)
ex:
-hierarchies
-chunking into meaningful pieces

Question 18

chunking

Answer 18

breaking down information into meaningful and manageable portions so we can better understand and recall information
-shown that size of chunks differ from the culture and language you are in

Question 19

LTM- forgetting

Answer 19

inability to access information from LTM

• failure to store or consolidate information
• failure to retrieve information

Question 20

LTM- Decay

Answer 20

-the gradual fading of information over time

“If you don’t use, you lose it”

Question 21

Ebbinghaus’s Learning Curve

Answer 21

• slow beginning–> steep acceleration –> plateau
• forgetting curve: steep decrease then plateaus off

older way of thinking of things

Question 22

interference theory

Answer 22

• proactive interference: new info is lost because it is mixed up with previously learned information (old info is interferes with new)
• retroactive interference: previously learned information is lost because it is mixed up with new information (new interferes with old)

Question 23

central executive

Answer 23

the CEO of the dual-store memory model

• controls and monitors the flow of information throughout the memory system
• matures over childhood and adolescence
• vast individual differences
• controls metacognition

Question 24

central executive processes

Answer 24

• allocating attention (SR->WM)
• maintenance rehearsal (Keeping info in WM)
• encoding (WM-LTM)
• retrieval (LTM->WM)
• organization (In WM and during encoding into LTM)
• metacognition (SR, WM, LTM)