Information
Processing Systems
A Cognitive Learning Model
Cognitive Learning
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Differs greatly from Behavioral views
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Important mental processes do in fact exist
Those mental processes can be studied
scientifically
Humans can actively participate in their cognitive
processes
Consequences are taken as feedback
Transformation & Revision of existing knowledge
No single model for cognitive learning exists
Cognitive Learning
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Types of Cognitive Learning
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Declarative
 “Knowing that_____”
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Procedural
 “Knowing how to ______”
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Facts, generalities, personal preferences, rules, etc.
 Huge amounts of information
Knowledge in action
 Science Lab, Essay, Ceramic pot.
Conditional
 “Knowing when & why______”
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Application to a particular context
 Choosing the right procedure to solve a problem
Information Processing Model
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Sensory Memory
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Capacity: amount in this stage of memory
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HUGE!
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Duration: how long it stays
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1 – 3 seconds
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Bombarded with sensory input all the time
Flashbulb
Content: items in storage
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Representations of the original stimulus
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Flashbulb shaped floating blue dot
Information Processing Model
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Sensory Memory
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Perception
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Attaching meaning to a given stimulus in a purely
unique way.
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Fritz Perls
 Gestalt Theory (overhead)
 Completion, Pattern, Configuration
 Figure – Ground
 Closure
Information Processing Model
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Sensory Memory
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Processing Style*
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Bottom – Up
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Feature Analysis
 Sees all the details first
 Big picture is challenging
 Can’t see the forest because the trees are in the way
Typical Careers of Bottom – Up processors?
 Accountants?
 Mechanics?
 Engineers?
Information Processing Model
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Sensory Memory
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Processing Style*
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Top – Down
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Pattern recognition
 Sees the big picture immediately
 Details are challenging
 “I don’t know how! I just know!”
Typical careers of a Top – Down processor?
 Salespeople?
 Leadership?
 Artists?
Information Processing Model
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Working Memory
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Capacity
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5 – 9 items
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Duration
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5 – 20 seconds
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Phone Number?, Social Security?, Student Id?
Why do you take notes?
Content
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Digits, Meanings, Musical Notes, Images, Letters, etc.
Information Processing Model
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Maintenance Activities
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Rehearsal
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Maintenance repetition
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Elaboration
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Repeating her phone number until you can enter it onto
your cell.
Attaching a significant story to the items
 GZL-091
Chunking
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Reducing the number of items in Working Memory by
combining them.
Information Processing Model
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Forgetting
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Interference
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Decay
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New & existing knowledge gets confused or merged
“Dang! His name begins with ‘D.’ David? Dan? Don?”
Knowledge that is not used is eventually lost
Use it or Loose it!
Forgetting as a positive?
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Helps to make cognitive processes efficient
Information Processing Model
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Long-term Memory
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Capacity
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Virtually unlimited
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Duration
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Virtually Unlimited
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Excluding any physical trauma or disease affecting the brain
Excluding any physical trauma or disease affecting the brain
Content
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Networks of meanings, episodes, procedures,
schemata, etc.