Information Processing Theory and the Learning Process

Considerable research and studies over the years contributes vast amounts of information and data pertaining to the learning process.   Researchers use this information and data to develop models and theories to help explain the learning process.  Over time these models and theories are tested, critiqued, modified, and sometimes abandoned because newer more complex and precise theories emerge.  Additionally, these models and theories attempt to relate brain-processing functions to familiar concepts to give them useful meaning.  Overall, we know much about cognitive information processing and its relationship to human learning.  However, research and the associated models and theories are continually evolving making it difficult to put theory into practice.  Ertmer & Newby suggests it is the role of the instructional designer to put the most current, relevant and effective theories and models into the practice of student learning (1993).  This week I will evaluate two resources in the field of information processing theory and the learning process.  The first resource is a website and paper on information processing theory and the second is an article on putting the theory into practice.

Information Processing Theory

For a detailed review of Information Processing Theory along with numerous links to relevant web based information visit The Information Processing Approach to Cognition website.  The site has a link to a more in-depth paper on Information Processing and Memory along with other links on cognitive psychology.  The parent site is Educational Psychology Interactive that contains numerous links for topics on psychology including a number of sections related to education.  Dr. William Huitt from the Department of Psychology, Counseling & Guidance at Valdosta State University runs the site.

Huitt (2003) provides a picture of information processing theory that is consistent with our course readings.   Huitt argues that current research a 5 ± 2 working memory limit rather than the more conventional 7 ± 2 limit.  The site provides a nice visual diagram of the three-stage memory model modified to include parallel-distributed processing theory.  There is also a table of classroom examples of activities aligned with information processing theory principals.  I found the site and related links both off site and additional internal resources to be accurate and informational.

Theory into Practice

What's Happening in Students' Brains May Redefine Teaching

The second resource is an article published in Educational Leadership that provides insight on teaching strategies based on brain based research and information processing theory.  The article reviews some basic information processing theory principals such as sensory input, information processing, memory storage and retrieval, and attention.  Nummela & Rosengren (1986) present that the brain is constantly processing sensory inputs and attending to these inputs regardless of the source or intent.  For effective learning, the proper environment enables students to attend to the stimuli provided by the teacher.  The teachers struggle is to capture students’ external attention and appropriately direct their internal attention or thought process.  When the presented material is not sufficiently developed or organized; then student attention, either external, internal, or both will be compromised.

According to information processing theory, connecting sensory input to existing knowledge causes activation and processing to effect storage.  The most effective stimuli recalls existing knowledge, evolves or extends the existing knowledge, and leads to the storage of additional new knowledge.  According to Nummela & Rosengren, there are three primary barriers to student attention; 1) perceived threats cause lower level thinking and distraction, 2) logical conflicts cause excessive evaluation and possible rejection of an idea, 3) ethical variance causes internal conflict and distraction.  Teachers need to be aware of these barriers and neutralize them by providing a friendly and safe learning environment, watch for and address logical conflicts, and be mindful of ethical implications.  For creating a safe environment and gaining student trust, Nummela & Rosengren write:

“The dual plan is a term used to describe a very complex set of characteristics, including the teachers’ ability to generate trust and affection.  This ability stems from the sense of genuineness, of ‘realness,’ of deep concern and integrity which the teacher projects” (p. 51).

What surprises me the most is this article is twenty-five years old and these concepts are so fundamentally true and relevant, why is this not common place in education today?

I found this article extremely informational and hope everyone in the class takes the time to read it.

We reviewed two resources on information processing theory and the learning process.  The first resource from Educational Psychology Interactive provided a detailed overview of the information processing approach to cognition.  Additionally, the site contained a detailed paper on information processing and memory and numerous other links to cognitive psychology topics.  The second resource was an article on information processing theory and practical applications for teaching and learning.  I think both of these resources are outstanding and well worth investigating. 

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved September 17, 2011, from http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and

applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.

Retrieved September 17, 2011, from http://www.edpsycinteractive.org/papers/infoproc.pdf   

Nummela, R. M., & Rosengren, T. M. (1986). What's happening in students' brains may redefine teaching. Educational Leadership, 43(8), 49. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198605_nummela.pdf.