Read the text: Information processing (Part I)

Information processing is the change (processing) of information in any manner detectable by an observer. As such, it is a process that describes everything that happens (changes) in the universe, from the falling of a rock (a change in position) to the printing of a text file from a digital computer system. In the latter case, an information processor is changing the form of presentation of that text file. Information processing may more specifically be defined in terms used by Claude E. Shannon as the conversion of latent information into manifest information. Latent and manifest information is defined through the terms of equivocation (remaining uncertainty, what value the sender has actually chosen), dissipation (uncertainty of the sender what the receiver has actually received), and transformation (saved effort of questioning - equivocation minus dissipation).

Within the field of cognitive psychology, information processing is an approach to the goal of understanding human thinking. It arose in the 1940s and 1950s.The essence of the approach is to see cognition as being in essence computational in nature, with mind being the software and the brain being the hardware. The information processing approach in psychology is closely allied to the Computational theory of mind in philosophy; it is also related, though not identical, to cognitivism in psychology and functionalism in philosophy. Information processing may be sequential or parallel, either of which may be centralized or decentralized (distributed). The parallel distributed processing approach of the mid-1980s became popular under the name connectionism. In the early 1950s, Friedrich Hayek was ahead of his time when he posited the idea that spontaneous order in the brain arises out of decentralized networks of simple units (neurons). However, Hayek is rarely cited in the literature of connectionism.

In the 1970s, Abraham Moles and Frieder Nake were among the first to establish and analyze links between information processing and aesthetics.

There are several proposed models/theories that describe the way in which we process information.

The information processing model suggests that information is channeled in different ways. For example, the sensory register takes in via the five senses: visual, auditory, tactile, olfactory, and taste. These are all present since birth and are able to handle simultaneous processing (e.g., food – tastes it, smell it, see it). In general, learning benefits occur when there is a developed process of pattern recognition. The sensory register has a large capacity and its behavioral response is very short (1-3 seconds). Within this model, short term memory or working memory has limited capacity. Its duration is of 5-20 seconds before it is out of the subject's mind. This occurs often with names of people newly introduced to. Images or information based on meaning are stored here as well, but it decays without rehearsal or repetition of such information. On the other hand, long-term memory has a potentially unlimited capacity and its duration is indefinite. Although sometimes it is difficult to access, it encompasses everything learned until this point in time. One might become forgetful or feel as if the information is on the tip of the tongue.

Information processing (IP) is a cognitive processing theory (see, Ashcraft, 1994). While other theories in this e-book are learning or instructional in nature, IP theory seeks to explain how the mind functions. Learning components such as rehearsal and elaboration are associated with IP; however, most emphasis is placed on understanding how information is processed rather than how learning happens.

Another aspect of this theory is that it is explicitly analogous to a computer's processor. The basic IP model has three components: sensory register (SR), short-term memory (STM) or working memory, and long-term memory (LTM). The corresponding components of the computer are input devices or registers, the CPU, and hard drive storage, respectively. This metaphor is superficially valid, but as it is taken to its limits, the mechanical comparison breaks down. However, knowing that this model is a cognitive processing model and knowing that the model is based on an explicit metaphor with a computer is helpful in understanding IP theory.

One of the primary areas of cognition studied by researches is memory. There are many hypotheses and suggestions as to how this integration occurs, and many new theories have built upon established beliefs in this area. Currently, there is widespread consensus on several aspects of information processing; however, there are many dissentions in reference to specifics on how the brain actually codes or manipulates information as it is stored in memory.

A stage model of memory

There are many, more recent theories concerning information processing that differ from the stage theory model, and today, research and study continues to modify existing beliefs in this area of cognitive psychology. Despite the fact that there are commonly accepted pieces, the complete picture of how information is processed continues to change.

In summary, there are many different theories of information processing that focus on different aspects of perceiving, remembering, and reasoning. One of the most important agreements is that elaboration is a key to permanently storing information in a way that facilitates its quick retrieval when it is needed. Bloom et al (1956) and Anderson and Krathwohl (2000) provide some excellent suggestions as to how we can encourage increased elaboration among our students. However, as proposed by Hummel and Huitt (1994) if students are not required to demonstrate the results of elaboration on meaningful tasks such as examinations or projects, they are not likely to adequately develop the skills required for higher-level thinking. It is, therefore, imperative that educators and parents require the development and use of these skills as a normal process of students’ lives. If we do that, the amounts and types of student knowledge will increase dramatically and students will be better prepared for life as adults in the information age.

I. Answer the questions:

1. What is the Information processing?

2. What types of information processing exist?

3. When did Abraham Moles and Frieder Nake analyze links between information processing and aesthetics?

4. What theories of information processing were described in the text?

5. Why is it imperative that educators and parents require the development and use of the skills as a normal process of students’ lives?