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The Information-Processing Approach

The Information-Processing Approach. Fall 2003 FOUN 3100 Sondra M. Parmer Auburn University. Information-Processing Approach. Emphasizes that children manipulate information, monitor it, and strategize about it. Central to this approach are the processes of memory and thinking.

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The Information-Processing Approach

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  1. The Information-Processing Approach Fall 2003 FOUN 3100 Sondra M. Parmer Auburn University

  2. Information-Processing Approach • Emphasizes that children manipulate information, monitor it, and strategize about it. • Central to this approach are the processes of memory and thinking. • Children develop a gradually increasing capacity for processing information.

  3. Three Main Characteristics of the Information-Processing Approach

  4. Thinking • Thinking IS information processing. • Highly flexible: Adjust and Adapt • Limits: Amount and Speed

  5. Change Mechanisms Encoding Information gets into memory automatization process information with little effort Strategy Discovery of new Construction processing procedures such as transfer and generalization

  6. Self-Modification • Metacognition (“knowing about knowing”) - students’ self-awareness can enable them to adapt and manage their strategies during problem solving and thinking.

  7. Memory - The retention of information over time • ENCODING - Getting information into memory • STORAGE - Retaining information over time • RETRIEVAL - Taking information out of storage

  8. Encoding • Attention - concentrating and focusing mental resources • Selectivity • Shifting from one activity to another appropriately • Salient vs. relevant aspects of stimuli • Attention-focusing strategies

  9. Encoding • Rehearsal - repetition of information • Deep Processing - shallow vs. deep processing • Elaboration - the extensiveness of information processing involved in encoding (i.e., personal associations and meaningfulness)

  10. Encoding • Constructing images • verbal vs. image code • Organization • chunking strategy - using units of information that correspond to some familiar pattern (e.g., telephone numbers, social security numbers)

  11. Chunking i g d b f d n o n u c a

  12. Chunking • Recall the letters

  13. Chunking c o u n f b a d d i n g

  14. Chunking • Recall the letters

  15. Center Time • Get in groups of 4 people. • There are 6 centers set up around the room. • At each center there are written directions for a memory activity. • Each group should complete the activity. • Then each group should answer the questions written on the directions at the center. • Each group will report back to the class a summary of the activity and a summary of the answers to the questions.

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