INFORMATION PROCESSING THEORY
concept
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The information processing theory is based on a computer model. This theory emphasizes how individuals manipulate, monitor, and strategize information (Halford & Andrews, 2011; Sternberg, 2012). The information processing theory also discusses developmental changes in attention, memory, and executive functioning. Information processing is influenced by two specific characteristics known as cognitive resources, the capacity and speed of processing (Kuhn & Franklin 2006). Adolescents are good at managing and developing these resources in a useful way (Frye, 2004; Kuhn & Franklin, 2006).
Two key aspects of adolescents information processing are attention and memory (Manis, Keating, & Morrison, 1980). Attention is the concentration on one specific thing. Psychologists have labeled the different ways individuals can allocate their attention as selective attention, divided attention, sustained attention, and executive attention. Selective attention is the concentration on something that is more important rather than something less important. Divided attention is focusing on more than one activity at a time. Sustained attention is the ability to stay concentrated on one task for a long period of time. Executive attention includes action planning, concentration of attention towards goals, ability to detect error, and dealing with difficult circumstances.
Memory is the second key aspect of adolescents information processing. Memory is the retaining of information over time. There are three important memory systems that are central to information processing. The first memory system is short-term memory. Short-term memory is where information is retained for as long as thirty seconds, which makes it a limited-capacity memory system (Dempster, 1981). Working memory is the second memory system. Working memory is where individuals manipulate and assemble information when they make decisions and solve problems (Baddeley, 2008, 2010a,b, 2012). The third memory system is long-term memory. Long-term memory is where the individual can hold a lot of information for a long period of time (Pressley & Hilden, 2006). Another important aspect of information processing is executive functioning. Executive functioning is a higher-order cognitive process that includes exercising cognitive control, decision making, critical thinking, and engaging in metacognition (Baddeley, 2008, 2012a,b, 2012).
The information processing model also describes different ways cognitive skills can be enhanced based on the computer model. The first way to enhance cognitive skills is by better encoding capabilities, which allows individuals to take in information faster. Another way to enhance cognitive skills is by automatic processing. If an individual has better automatic processing it allows them to quickly process the information they receive. An additional way to enhance cognitive skills is broader strategy construction, which allows individuals to come up with a wider range of strategies to solve problems (2.5). Lastly, the ability to generalize is another way to enhance cognitive skills. The ability to generalize information can help the individual see the big picture, and grasp the other side of things.
Information processing is both a framework and facet for thinking about adolescent development (Kuhn, 2009). As a framework, the information processing theory includes specific ideas about how adolescents' minds work and the best way to study those workings. As a facet of development, information processing changes as adolescents transition into adulthood. How an individual's attention and memory changes are essentially changes in the way individual's process information (Mayer, 2008). This is all a part of healthy adolescent development.
Two key aspects of adolescents information processing are attention and memory (Manis, Keating, & Morrison, 1980). Attention is the concentration on one specific thing. Psychologists have labeled the different ways individuals can allocate their attention as selective attention, divided attention, sustained attention, and executive attention. Selective attention is the concentration on something that is more important rather than something less important. Divided attention is focusing on more than one activity at a time. Sustained attention is the ability to stay concentrated on one task for a long period of time. Executive attention includes action planning, concentration of attention towards goals, ability to detect error, and dealing with difficult circumstances.
Memory is the second key aspect of adolescents information processing. Memory is the retaining of information over time. There are three important memory systems that are central to information processing. The first memory system is short-term memory. Short-term memory is where information is retained for as long as thirty seconds, which makes it a limited-capacity memory system (Dempster, 1981). Working memory is the second memory system. Working memory is where individuals manipulate and assemble information when they make decisions and solve problems (Baddeley, 2008, 2010a,b, 2012). The third memory system is long-term memory. Long-term memory is where the individual can hold a lot of information for a long period of time (Pressley & Hilden, 2006). Another important aspect of information processing is executive functioning. Executive functioning is a higher-order cognitive process that includes exercising cognitive control, decision making, critical thinking, and engaging in metacognition (Baddeley, 2008, 2012a,b, 2012).
The information processing model also describes different ways cognitive skills can be enhanced based on the computer model. The first way to enhance cognitive skills is by better encoding capabilities, which allows individuals to take in information faster. Another way to enhance cognitive skills is by automatic processing. If an individual has better automatic processing it allows them to quickly process the information they receive. An additional way to enhance cognitive skills is broader strategy construction, which allows individuals to come up with a wider range of strategies to solve problems (2.5). Lastly, the ability to generalize is another way to enhance cognitive skills. The ability to generalize information can help the individual see the big picture, and grasp the other side of things.
Information processing is both a framework and facet for thinking about adolescent development (Kuhn, 2009). As a framework, the information processing theory includes specific ideas about how adolescents' minds work and the best way to study those workings. As a facet of development, information processing changes as adolescents transition into adulthood. How an individual's attention and memory changes are essentially changes in the way individual's process information (Mayer, 2008). This is all a part of healthy adolescent development.
classroom
There are a few ways the information processing theory can be applied in a math classroom. Two key aspects of adolescents information processing are attention and memory. One thing that can be difficult for a math teacher is attaining the student's attention. Not every student is going to be excited about taking math, so the teacher can try to apply the problems to real life, if possible, to make the class more interested. For example, if the students are learning how to find the percent of a number the teacher can apply that concept to shopping. The teacher could say that by learning how to find the percent of a number, the students could find the best bargains on clothes or other products. This strategy would have a better chance of capturing the classrooms attention and keep them interested.
The second key aspect of adolescents information processing is memory. Algebraic equations are most likely going to fit into the students working memory. Working memory is where individuals manipulate and assemble information when they solve problems. For example, when students are solving an algebraic equation with multiple steps, the students must be able to assemble the different rules together to make sure they solve the problem correctly. They are going to be using their working memory in order to manipulate and put the information together to properly solve the algebraic equation. In order to keep the basic rules in the back of the students mind, the teacher could have weekly assessment to push the students to study and keep up with the content.
The second key aspect of adolescents information processing is memory. Algebraic equations are most likely going to fit into the students working memory. Working memory is where individuals manipulate and assemble information when they solve problems. For example, when students are solving an algebraic equation with multiple steps, the students must be able to assemble the different rules together to make sure they solve the problem correctly. They are going to be using their working memory in order to manipulate and put the information together to properly solve the algebraic equation. In order to keep the basic rules in the back of the students mind, the teacher could have weekly assessment to push the students to study and keep up with the content.