Through well supported research,
there is a description of how information is process
during learning. The information process theory suggests that there are three main
components which are sensory, working and long-term memory.
Sensory memory main purpose is to process incoming stimuli and
process only those stimuli that are most relevant at the present time. Information
that is relevant and familiar to the task is likely type of information to be
processed in sensory memory. This information will be forwarded to the working
memory buffer.
The next component in the
information process theory is the working
memory. Once the information leaves the sensory memory, it moves to working
memory or it is deleted from the memory. This is a temporary memory system
where the information has meaning and linked other information.
There are terms that can describe efficient cognitive
processing in the working memory.
·
Limited Attentional
Resources
·
Automaticity
·
Selective
Processing
All learners experience severe
limitation regardless of their skills and ability level. Often differences
between one learner and another are not due to the amount of resources but how
the learner uses the resources. Effective information processing in sensory
memory requires automaticity with regards to word recognition, decoding, printed
words, and spoken words. Selective processing allows learners to be resourceful
by putting all of their cognitive resources together. Highly effective learners
succeed because they can recognize what is importance and pays close attention
to only relevant information.
The last component is long-term memory. Long term memory has
no constraint on how much it can hold or how long it stays there. Long term
memory is considered to be a place for unlimited, permanent information. Long term
memory holds various kinds of information. Therefore the information must be organized
to be accessible to the learner. In this stage is encoding and retrieval is
needed to assist in learning when information in long term memory is organized
for easy access.
Improving Learning and
Instruction
Here are four implications for improving learning and
instruction.
·
The two strategies that effective learners use
to cope with limited capacity are selectively focusing their attention on
important information and engaging in as much automated processing as possible.
Automaticity makes available limited processing resources that can be used to
engage in labor intensive self regulation and comprehension monitoring.
·
Relevant prior knowledge facilitates encoding
and retrieval processes. Effective learners possess general problem solving
skill and critical thinking skills that allows learner to perform well in all
content area. Helping learners use their prior knowledge when learning new
information will only promote effective learning.
·
Automated information processing increases
cognitive efficiency by reducing information processing demands
·
All effective learners draw from a repertoire of
learning strategies in a flexible manner. Some of the strategies are automatic,
controlled processing and metacognitve control that place a high demand on
limited cognitive resources. The strategies that can be used are organization,
inferences, and elaboration.
How the Brain Learns Best: http://teacher.scholastic.com/professional/bruceperry/brainlearns.htm
Information Processing Theory : http://www.education.com/reference/article/information-processing-theory/
Problem Solving Concepts and Theories: http://www.utpjournals.com/jvme/tocs/303/226.pdf
