STUDENT REPLIES
For your replies, respond to classmate, identifying at least 1 strength and 1 weakness in their application of the Information Processing Theory. Reply with at least 300 words each to another classmates’ thread. All writing must follow current APA format, including 2 in-text citations and references.
Student #1
Information Processing Theory
“Information processing theories focus on attention, perception, encoding, storage, and retrieval of knowledge” (Schunk, 2016, p. 203). Romans 12:2 (New International Version) states, “Do not conform to the pattern of this world but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is-His good, pleasing, and perfect will.” More importantly, the readings that were completed for this week discuss the significance of information processing theory. The basic idea of Information processing theory is that the human mind is like a computer or information processor — rather than behaviorist notions that people merely responding to stimuli. Moreover, these theories equate thought mechanisms to that of a computer, in that it receives input, processes, and delivers output. Information gathered from the senses (input), is stored and processed by the brain, and finally brings about a behavioral response (output). Next, I will provide an example of how this is shown inside the classroom using Joanie.
For example, when Joanie is reading, she is receiving sensory information from the book in front of her: Her eyes are taking in the size and shape of each letter, the letters grouped together to make words, and how it all looks on the page. That is all in sensory storage. As she moves her eye across the page, she remembers what she just read a second or two ago. That means that the information is in working memory, or storage of memories that occurred only a few seconds in the past. If things go right, though, Joanie will remember the information in the book longer than just a few seconds. If everything works well, it will move to long-term memory, which is really just memories that are stored for a person to access later. The evidence for the theories/models of attention which come under the information processing approach is largely based on experiments under controlled, scientific conditions. Most laboratory studies are artificial and could be said to lack ecological validity. In everyday life, cognitive processes are often linked to a goal (e.g. you pay attention in class because you want to pass the examination), whereas in the laboratory the experiments are carried out in isolation form other cognitive and motivational factors. Although these laboratory experiments are easy to interpret, the data may not be applicable to the real world outside the laboratory. More recent ecologically valid approaches to cognition have been proposed (e.g. the Perceptual Cycle, Neisser, 1976).
References
Neisser, U. (1967). Cognitive Psychology. New York: Appleton-Century-Crofts.
Schunk, D. H. (2016). Learning theories: An educational perspective, (7th ed.). Upper Saddle River, NJ: Pearson.
For your replies, respond to classmate, identifying at least 1 strength and 1 weakness in their application of the Information Processing Theory. Reply with at least 300 words each to another classmates’ thread. All writing must follow current APA format, including 2 in-text citations and references.
Student #1
Information Processing Theory
“Information processing theories focus on attention, perception, encoding, storage, and retrieval of knowledge” (Schunk, 2016, p. 203). Romans 12:2 (New International Version) states, “Do not conform to the pattern of this world but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is-His good, pleasing, and perfect will.” More importantly, the readings that were completed for this week discuss the significance of information processing theory. The basic idea of Information processing theory is that the human mind is like a computer or information processor — rather than behaviorist notions that people merely responding to stimuli. Moreover, these theories equate thought mechanisms to that of a computer, in that it receives input, processes, and delivers output. Information gathered from the senses (input), is stored and processed by the brain, and finally brings about a behavioral response (output). Next, I will provide an example of how this is shown inside the classroom using Joanie.
For example, when Joanie is reading, she is receiving sensory information from the book in front of her: Her eyes are taking in the size and shape of each letter, the letters grouped together to make words, and how it all looks on the page. That is all in sensory storage. As she moves her eye across the page, she remembers what she just read a second or two ago. That means that the information is in working memory, or storage of memories that occurred only a few seconds in the past. If things go right, though, Joanie will remember the information in the book longer than just a few seconds. If everything works well, it will move to long-term memory, which is really just memories that are stored for a person to access later. The evidence for the theories/models of attention which come under the information processing approach is largely based on experiments under controlled, scientific conditions. Most laboratory studies are artificial and could be said to lack ecological validity. In everyday life, cognitive processes are often linked to a goal (e.g. you pay attention in class because you want to pass the examination), whereas in the laboratory the experiments are carried out in isolation form other cognitive and motivational factors. Although these laboratory experiments are easy to interpret, the data may not be applicable to the real world outside the laboratory. More recent ecologically valid approaches to cognition have been proposed (e.g. the Perceptual Cycle, Neisser, 1976).
References
Neisser, U. (1967). Cognitive Psychology. New York: Appleton-Century-Crofts.
Schunk, D. H. (2016). Learning theories: An educational perspective, (7th ed.). Upper Saddle River, NJ: Pearson.