Information processing process

Information processing process

Description
	Here are the mental processes which go on in learning or in any type of memory task (Gagné 1985:70--79):
	Receptance of information Receptance Receptors (eyes, ears, nose, skin, or taste buds) receive stimuli from the environment and generate patterns of neural impulses. Selective perception The neural impulses are sent to a sensory register, a mechanism in the brain which receives them, rejects those which are irrelevant (like background noise), and selects features which need to be given attention. Short term storage The selected impulses are then sent to short-term memory and are kept temporarily as auditory, articulatory, or visual images. Semantic encoding If a decision is made that they should be kept more permanently, they are encoded semantically. Long term storage The item is then placed in long-term memory.
	When the item is needed again, a retrieval process is initiated:
	Retrieval Search A search is conducted in long-term memory. Retrieval When the information is found, it is retrieved. Response organization The information is sent to a response generator, another mechanism which organizes a suitable response. Performance The response generator sends the signal to effectors, body parts such as the hands or eyes, which carry out the action. Feedback and reinforcement The mind observes the effect of its performance and prepares itself to repeat the process as appropriate in answer to the response perceived.

Stages

Here are

the stages or internal processes that take place in information processing
their corresponding instructional events (Instructional events are any activities during which learning takes place), and
examples of actions that might cause the process to take place.

Internal (learning) processes	Instructional event	Action example
Receptance	Gaining attention	Use abrupt stimulus.
Expectancy	Informing learners of the objectives	Tell learners what they will be able to do after learning.
Retrieval to working memory	Stimulating recall or prior learning	Ask for recall of previous knowledge or skills.
Selective perception	Presenting the stimulus	Display the content with distinctive features.
Semantic encoding	Providing learning guidance	Suggest a meaningful organization.
Responding	Eliciting performance	Ask learners to perform.
Reinforcement	Providing feedback	Give information feedback.
Retrieval and reinforcement	Assessing performance	Require additional learner performance.
Retrieval and generalization	Enhancing retention and transfer	Provide varied practice and spaced reviews.

See also
	Information processing theory of learning

Context for this page:

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 2 July 1998