Information Processing Theory – Atkinson & Shiffrin
1. Biographical work of Aktinson and Shiffrin
 Richard Shiffrin, born in 1942 is a psychologist and a professor. His area of
focus is mainly cognitive science. However, he has imparted in multiple
theories pertaining memory in psychology. He wrote in collaboration with
his then academic counsellor Richard Atkinson, the model of memory in
1968. He again co-authored the theory of attention in 1977, with Walter
Schneider. In the early 2000s, his model that he had published with Jeroen
Raaijmakers, the Search of Associative Memory was used as the blueprint
by other cognitive psychologist.
 Richard Chatham Atkinson is professor of psychology, born in 1929. He had
worked together with Patrick Suppes on studies of using computers to teach
literacy and numeracy to children. He ventured into administration in 1975
where he would attain the position of a Director of the National Science
Foundation. Atkinson has received multiple honorary degrees and is
specially acknowledged for his scientific and academic accolades.
2. Description of the Information Processing Theory
The Information Processing Theory is the presented multi-stage phenomenon of
memory, which has went on to be one of the most recognized information
processing theory. Atkinson and Shiffrin developed this model to launch into
cognitive psychology, they put forward the model in 1968 to encapsulate their
perspective of the memory. The model demonstrates the three subdivisions of
human memory and their co-operations. Thusly:
a) Sensory Memory – Detains the recollections of the mind through multiple
senses like auditory or visual details. An obstruction of stimuli is sent through
to sense organs, even though some of the stimuli is avoided or sometimes
forgotten by the mind in its attempt to intercept overburden. When the sensory
information is finally retrieved by the mind, it is sent to short term memory.
b) Short Term Memory – Also referred to as the ‘working memory’, this is where
information is kept for 30 seconds. It defers in how humans process information
according to their cognitive capabilities. Attention and focus on the crucial
information play a significant role in encrypting it unto the long term memory.
Additionally, spaced repetition increases the ability to recall information for
longer periods of time.
c) Long Term Memory – Said to have never ending space and can cumulate
memories from the past that can be retrieved at a later stage. Many approaches
are used to keep information in the long-term memory, like the above
mentioned, repetition, attaching and relating information to significant
experiences, or collapsing the information into smaller chunks.
3. Contribution of the theory to education and teaching.
The theory has been applied on teaching because it contains educational backing
for leaners facing challenges. Teachers who familiarize themselves with this theory
can operate the classroom under a different way of thinking. They can administer
learners and create attention. The information processing theory is helps
understand how children will learn, think and reflect. This way, teachers can put
forward ideas about improving the learning experience.
4. Key concepts:

Thinking: Thinking means if an individual receiving information, storing
information and repeatedly searching for the information. Repeated
searching of particular information is called thinking.

Stimuli analysis: It means when the brain receives information and starts
encoding, researching. Finally, it stimulates to take the final decision based
on the research.

Situational Modification: If the brain receives the information like any
problem, then it starts to search the stored information and take the final
decision based on the situation.

Obstacle Evaluation: Obstacle Evaluation means to evaluate the critical
situation. It helps to handle the critical situation in a successful way. This
decides the intelligent and power of handling situation.
5. Critique of the theory
The information processing theory (A&S model) is said to be not well defined.
Information Processing Theory does not account for fundamental developmental
changes, or changes to the “hardware” of the brain. For example, how do humans
gain the ability to utilize representational thought utilizing language? How do
people develop “formal operations” thinking, such as abstract logical or social
thinking when previously their thoughts were in “concrete” terms? There is an
excessive focus on internal cognitive processes, with little attention being paid to
environmental influences or the nature of the external stimuli the individual is
exposed to. The impact of emotions or behaviors on cognitive processing or
interpretation is not sufficiently included in this model. For example, the Information
Processing model does not consider how an individual can process a stimulus
differently if they are angry versus if they are in a calm state. The Information
Processing model is described as being universal, with little attention being paid
to individual differences or cultural differences.
References.

Izawa, C. (Ed.). (1999). On human memory: Evolution, progress, and
reflections on the 30th anniversary of the Atkinson-Shiffrin model.
Psychology Press.

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed
system and its control processes. In Psychology of learning and motivation
(Vol. 2, pp. 89-195). Academic press.

Raaijmakers, J. G., & Shiffrin, R. M. (2002). Models of memory. Stevens’
handbook of experimental psychology: Memory and cognitive processes, 2,
43-76.