By Sopiah Elias Siti Jamilah Samsuddin

Information Processing is how we all learn. Information procession involves gathering information and organizing it in relation to what you already know (Wollfolk, 250).
Encoding, storage, and retrieval are key components used to successfully process information. There are several manners in which each of these functions take place.

BEHAVIORIST COGNITIVE
1. Change in observable behavior.
2. Produce desirable or reduce undesirable behavior. 3. Reflect diff.in past conditioning, reinforcement and punishment. 4. Focus on use rewards and punishment. Measure with product- oriented assessments. 1. Change in mental structures 2. Growth mental structures.

3. How student construct new knowladge or new skills. 4. Adapt instruction to individual students needs.

Attention is the taking possession of the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thoughts It implies withdrawal from some things in order to deal effectively with others. William James (1970)

Attention is the means by which we actively process a limited amount of information from the enormous amount of information available through our senses, our stored memories, and our other cognitive processes (De Weerd, 2003; Rao, 2003)

Red

Black Green

Red Black Green

TWO DIFFERENT AREAS OF ATTENTION Taking possession by the mind, in clear and vivid form, of one out of what may seem several simultaneously possible objects or trains of thought (Nick Lund, 2001) Allport (1993) there is no uniform function, but at least 2 different areas of attention:

1. Focused (selective) attention - this is the ability to pick out (or focus on) some information from a mass of data 2. Divided attention - this is the ability to allocate attention to two or more tasks simultaneously

Allocating Attention:
1. Focused attention the ability to respond
discretely to specific visual, auditory or tactile stimuli. Sustained attention refers to the ability to maintain a consistent behavioral response during continuous and repetitive activity. Selective attention refers to the capacity to maintain a behavioral or cognitive set in the face of distracting or competing stimuli. Alternating attention refers to the capacity for mental flexibility that allows individuals to shift their focus of attention and move between tasks having different cognitive requirements. Divided attention the highest level of attention and it refers to the ability to respond simultaneously to multiple tasks or multiple task demands.

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Information Processing
Sensory Memory system that holds sensory information for a brief time period
Working Memory information focused on for a given moment Long-Term Memory knowledge that is stored permanently

Capacity is very large and can take in more information than we can handle (Woolfolk, 2007 p.250)
Perception is assigning meaning on both physical representations from the world and our existing knowladge

Three parts - Central Executive monitoring and directing attention - Phonological Loop rehearsal of words and sounds for short-term memory - Visuospatial sketchpad - holding system for visual and spatial information

Declarative knowledge knowledge that can be declared Procedural knowledge knowing how to do something Conditional knowledge applying your declarative and procedural knowledge by knowing when and why

Mnemonics strategies build meaning by connecting what is to be learned with words or images Loci Method associating items with specific places Acronym remembering names, phrases or steps by using the first letter of each word to form new memorable words. Rote Memorization remembering by repetition

Decay weakening and fading of memories with the passage of time

Interference process that occurs when remembering certain information is hampered by the presence of other information
Woolfolk, 2007 p.257, 265

METACOGNITION

SENSORY REGISTER

SHORT-TERM MEMORY & WORKING MEMORY

LONG-TERM MEMORY

SENSORY MEMORY Collect incoming information SHORT-TERM MEMORY Assembles and construct information, rehearsal

LONG-TERM MEMORY Holds large amounts of information, constant

METACOGNITION Controls all aspects of the cognitive process (attention, perception, encoding, storage, retrieval and so on)

THE IMPLICATION IN THE CLASSROOM Provides a model of how information is received, stored, and retrieved

Understanding of why certain procedural steps are important to learning attention before teaching, not overloading Framework for helping students with learning difficulties (difficulty in processing information) to learn

A simple application:

a. Conceptual mnemonics
- knowing what we know facilitates further
learning (McKeough & Sanderson, 1996)
- mnemonics make childrens existing knowledge explicit and provide effective traces of their thinking (McKeough, 1992)

b. Documentation
- show the work or record the impressions in a learning log - provides a visible trace of thinking and allows reflection on what have been learned and the ways of learning (Rinaldi, 2001)

Teach students to: - Read and review - Focus on key information - link new information with previous knowledge Use visual aids and model memory strategies

THANKS!!!