Information processing model
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Transcript of Information processing model
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In The Name of Allah
The beneficent
The Merciful
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INFORMATION
PROCESSING MODELby Z. Arian (2014)
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Contents:
Introduction
Multi store model
Sensory memory
Short term memory
Long term memory
Implication in teaching
Summary (video) 11/20/2014 3
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INFORMATION
PROCESSING MODEL
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The model is based on the work of
Atkinson and Shriffin (1968) and proposes
that information is processed and stored in
three stages:
• Sensory memory
• Short-term memory
• Long-term memory
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Multi store model
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Sensory memory
Other labels:
i. sensory register
ii. sensory information store
iii.echoic or iconic
Duration: 1-3 sec
Stability: fleeting
Capacity: limited
Features:
i.Momentary
ii. unconscious impression11/20/2014 6
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Attention
filtering and selecting
Limited source: we can pay
attention to only one demanding task
at a time(Anderson,1995)
Automaticity
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Sensory memory
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perception
Attaching meaning to raw
information
meaning: objective reality + existing
knowledge
Sensory memory
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Short-Term memory
Other labels:
i.Primary
ii. working
Duration: less than 20 sec
Stability: easily disrupted
Capacity: limited(7±2 items)
Features:
i. immediate consciousness
ii.Content: activated information
iii.Retrieval: immediate
iv. maintained by rehearsal
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Short-Term memory:
Two storage systems
Working
memory
(Braddeley,1986)
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It must be kept activated to be retained
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Retaining Information in
Working Memory:
Rehearsal
(Executive control process)
maintenance
elaborative
chunking
- Repeating information in
The articulatory loop
- Rote repetition
- Making association
- Connecting new
information to what you
already know
5-6-8-9-3-2-4-5-2
56-89-32-452
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Short-Term memory:
Forgetting
Interference
decay
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Other labels: secondary
Duration: unlimited
Stability: not easily disrupted
Capacity: unlimited
Features:
i.knowledge base
ii.Content : well-learned information
iii.Retrieval: require time
iv.Passive
v.elaboration in STM
Long-Term memory
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Semantic memory: memory for meaning
Words are believed to be stored in LTM
according to their semantic properties.
These memories are stored as propositions,
images , and schemas
episodic memory: LTM for information tied to a
particular time and place, esp. memory of events in
a person’s life.
Procedural memory: LTM for how to do things.11/20/2014
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Long-Term memory
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Long-Term memory
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Long-Term memory:
SemanticProposition
e.g. "Susan gave a white cat to Maria who is the
president of the club"
Proposition: the smallest unit of information
that can be judged true or false.
Propositional network : set of
interconnected concepts and relationships
in which long-term knowledge is held.
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Long-Term memory:
SemanticProposition
Propositional
network
e.g. "Susan gave a white cat to Maria who is the president of the
club.“ OR “a white cat was given to Maria who is the president of
the club by Susan.”
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Representation based on structure and appearance of
the information
E.g. how many window panes are there in you living
room?
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Long-Term memory:
Semanticimage
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Schemas are abstract knowledge structures that
organize large amounts of information.
Schema(singular form) is a pattern or guide for
understanding an event, concept, or skill.
Schemas are individual.
Two types of schema:
- Script = schema representations for events
- Story grammar = schema representations for texts
and stories 11/20/2014 19
Long-Term memory:
Semanticschema
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Long-Term memory:
Storing and retrieving information
Elaboration
Organization
Context
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Adding and
extending meaning
by connecting new
information to
existing knowledge.
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Long-Term memory:
Storing and retrieving informationElaboration
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Long-Term memory:
Storing and retrieving informationOrganization
Material that is
well organized is
easier to learn and
to remember than
separate bits of
information
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Aspects of physical and
emotional context (places,
rooms, how we are feeling
in a particular day, who is
with us) are learned along
with other information.
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Long-Term memory:
Storing and retrieving informationContext
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Conscious search
Automatic search
Information is retrieved through:
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Long-Term memory:
Storing and retrieving information
Spread of activation
reconstruction
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Time decay
Interference
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Long-Term memory:
Forgetting
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Gain and maintain students attention.
Help students elaborate new ideas and “make their own”.
Present material in a clear organized way.
Focus on meaning, not memorization.
Don’t overload students’ STM.
Teach some ways of remembering things.
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Implication of this model