S. GANAPATHI LEARNING THEORIES PAPER1

Information Processing Theory

Educational philosophies influence our belief in what knowledge is and how learning takes place. Learning theories describe the process how this learning takes place statingprinciples and assertions from their philosophical base.This paper discusses the information processing theory whose processes and methods are associated with a cognitivist epistemology. It places more emphasis on factors within the learner and less on the environment.
Overview: Information processing theories describe learning as a series of transformations of information in hypothetical structures in the brain. The cognitive approach of this theory focuses on the mental activities of the learner that leads upto a response. Memory plays a prominent role in the learning process. Learning occurs when information is stored and retrieved from the memory in a meaningful way.
Contributors:One of the most influential information processing theories was first put forth by Atkinson and Shiffrin (1968) when they conceptualized the multi-store model. These explain learning as a series of transformation of information through several types of storage or memory. In recent years Rummelhart’s (1980) Schema theory and Craik & Lockhart’s (1972) level of processing theory are viewed as compatible with the multi-store theory in explaining sub processes and structures.George Miller’s(1956) theoretical ideas of perception, span of attention and chunking of information from cognitive psychology have greatly influenced the information processing theory.
Major Principles:Schuell (1986) credits five ways that cognitive psychology has influenced the learning theory. This is applicable to the information processing theory.

  • Learning is a constructive process where the learner is actively involved.
  • It involves high-level processes. Emphasizes the use of hierarchical analysis to identify and illustrate relationships.
  • Learning is cumulative and adds on to prior knowledge. Emphasis on structuring, organizing and sequencing information.
  • Knowledge is represented and organized in a certain way in the memory.
  • Cognitive processes enable analysis of learning tasks and performance.

Application:An example where this theory is translated into classroom instruction is in the use of concept maps. The aim is to recall prior knowledge of hardware components.Students have to fill in the blanks to show the hierarchy of system unit components in the concept map below.

References

Atkinson, R. C., & Shiffrin, R. M (1968). Human memory: A proposed system and its control processes.In K. W. Spence & J. T. Spence (Eds.),The psychology of learning and motivation (Vol. 2). New York: Academic Press.

Craik, F.I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Thinking and Verbal Behavior, 11, 671-684.

Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

Jonassen, D. & Land, S. Theoretical Foundations of Learning Environments. New York: Routledge, Taylor & Francis group.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.).Theoretical issues in Reading Comprehension (pp 33-48).Hillsdale, NJ: Earlbaum.

Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436

Smith, P. L. & Ragan T. J. (2012).Instructional Design, 3rd Edition. New Jersey: Wiley/Jossey, Bass Education.