The Information Processing Approach
I.
II.
III.
IV.
V.
VI.
VII.
The information processing approach
A.
The mind as computer
B.
Relation to the Piagetian approach
History of information processing
A.
Behaviorist foundations
1.
Kendler & Kendler (1962): Reversal and non-reversal learning
2.
Mediational theory
B.
Cognitive psychology and psycholinguistics
Models of information processing
A.
Atkinson & Shiffrin’s store model
1.
Hardware of the system
2.
Software of the system
3.
The flow of information in the system
B.
The levels of processing model
C.
Developmental considerations
Sensory processing
A.
Differentiation theory (Gibson & Gibson)
1.
The search for invariant features
2.
Example of the theory – reading
B.
Enrichment theory
Attention
A.
Control of attention
B.
Planfulness
C.
Adaptability
Memory
A.
Strategies in short term memory
1.
Rehearsal
2.
Organization and elaboration
B.
Retrieval of information – long term memory
1.
Recognition
2.
Recall
3.
Reconstruction
Evaluation of information processing
A.
Strengths of the approach
1.
Breaking down cognitive performance in operating processes
2.
How do children process information
B.
Weaknesses of the approach
1.
Integration of cognitive components
2.
Account of how development occurs
3.
The computer metaphor
4.
The emphasis on verbal, symbolic intelligence
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
Behaviorist Foundations
Kendler & 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
Atkinson & Shiffrin’s Store Model
The Levels of Processing Approach
Craik & 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:
Deep:
Phonemic characteristics;
How does the word sound?
Semantic features or meaning
Differentiation Theory
Gibson & Gibson
Sample feature overlaps:
A, E:
A, K:
A, C:
K, E:
3 features – straight (horizontal),
intersection, redundancy (symmetry)
4 features – straight (diagonal /), straight
(diagonal \), intersection, redundancy
(symmetry), discontinuity (vertical)
1 feature – redundancy (symmetry)
3 features – straight (vertical), intersection,
redundancy (symmetry)
Attention: Central vs. Incidental Learning
Number Correct
Central Learning
1
3
5
7
Grade
Number Correct
Incidental Learning
1
3
5
Grade
7
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
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