Information processing theory is that the approach to the
study of cognitive development evolved out of the American experimental
tradition in psychology. Developmental psychologists who adopt the knowledge
processing perspective account for mental development in terms of maturational
changes in basic components of a child's mind. the thought is predicated on the
idea that humans process the knowledge they receive, instead of merely
responding to stimuli. this attitude equates the mind to a computer, which is
liable for analyzing information from the environment. consistent with the
quality information-processing model for mental development, the mind's
machinery includes attention mechanisms for bringing information in, memory for
actively manipulating information, and LTM for passively holding information in
order that it are often utilized in the longer term .
This theory addresses how as children grow, their brains
likewise mature, resulting in advances in their ability to process and answer
the knowledge they received through their senses. the idea emphasizes endless
pattern of development, in contrast with cognitive developmental theorists like
Jean Piaget's theory of cognitive development that thought development occurs
piecemeal at a time.
Origins of Data
Processing Theory
During the primary half the 20 th century, American
psychology was dominated by behaviorism. Behaviorists only studied behaviors
that would be directly observed. This made the inner-workings of the mind
appear to be an unknowable “black box.” round the 1950s, however, computers
came into existence, giving psychologists a metaphor to elucidate how the human
mind functioned. The metaphor helped psychologists explain the various
processes the brain engages in, including attention and perception, which might
be compared to inputting information into a computer, and memory, which might
be compared to a computer’s space for storing .
This was mentioned because the information science approach
and remains fundamental to psychology today. information science is
particularly curious about how people select, store and retrieve memories. In
1956, psychologist George A. Miller developed the thought and also contributed
the idea that one can only hold a limited number of pieces of data in STM . Miller
specified this number as seven plus or minus two (or five to nine chunks of
information), but more recently other scholars have suggested the amount could
also be smaller.
The main two theorists related to the Cognitive information science
Theory are Atkinson and Shiffrin. In 1968 these two proposed a multi-stage
theory of memory. They explained that from the time information is received by
the processing system, it goes through different stages to be fully stored.
They broke this right down to sensory memory, short term memory, and future
memory (Atkinson).
John (Jack)
William Atkinson
John (Jack) William
Atkinson was
born on New Year's Eve , 1923. Atkinson served within the military during war
II. After the war, Atkinson visited Wesleyan University and received his
undergraduate psychology degree. He then attended the University of Michigan
and was awarded his Psychological Doctorate. He also hung out as an educator .
Atkinson was an American Psychologist who focused his research on human
motivation, achievement, and behavior. Atkinson is that the father of
motivation as a field of study in Psychology. He was elected a fellow of the
American Academy of Arts and Sciences. He was also awarded a Guggenheim
Fellowship, along side two fellowships at the middle for Advanced Study in
Behavioral Sciences at Stanford University . These awards are only a get few
out of the various awards, honorary doctorates, and fellowships he had
throughout his lifetime. John William Atkinson gave up the ghost on October 27,
2003.
Richard
Shiffrin
Richard Shiffrin Richard Shiffrin was born on March
13, 1942 in New Haven , Connecticut. he's currently a professor of science
within the department of psychological and brain sciences at Indiana
University, Bloomington. He co-authored the Atkinson-Shiffrin model of memory
in 1968, who at the time was his academic advisor at Stanford University .
Shiffrin has won five major awards throughout his life so far: 1995 Fellow of
the National Academy of Science; 1996 Fellow of the American Academy of Arts
and Sciences; 1996 Fellow of the American Psychological Society; 2002 Rumelhart
Prize; 2005 Fellow of the American Philosophical Society.
Humans as information science Systems
Consider a computer, and the way one types words onto a
document or into an enquiry engine. The action of typing data into a computer
are often described as “input”. There are “similarities to how humans receive
information and computers receive data input” (Miller, 2016, p. 323).
Furthermore, “we can correlate thinking with a computer program; the mind’s
information storage capacity with the quantity of gigabytes available on a
laptop; forgetting information with the delete key on a keyboard; recalling old
information with an online search engine; intellectually strategizing with
using Microsoft tools; and eventually making a choice with computer output”. When
information-psychologists consider the structure of the cognitive system
because it relates to computers during this way, they often ask it as cognitive
architecture (Miller, 2016, p. 323). Understanding how an individual's
cognitive architecture uses its computer pieces allows
information-psychologists to “complete an analysis of each step of what an
individual does to information”.
Information-processing theory may be a theory of human development;
therefore, information-processing psychologists are ready to “view children at
various developmental levels so as to assess their knowledge state from the
connection between the input and therefore the output” (Miller, 2016, p. 323).
Simply put, psychologists are ready to analyze “developmental changes at almost
every phase of processing”, because they will view how children at different
stages of development receive different input, but also perform various other
information-processing techniques discussed earlier during this section
(Miller, 2016, p. 324). it's important to notice that when children are
developmentally analyzed through the lens of information-processing, “theorists
express their findings that show the flow of data through the human
information-processing device” (Miller, 2016, p. 324). the sector has been
mentioned because the “psychology of boxes and arrows, because many of those
expressions of knowledge are shown within the sort of flow diagrams, often
referred to as models” (Miller, 2016, p. 324).
Cognitive processes
Cognitive processes include perception, recognition,
imagining, remembering, thinking, judging, reasoning, problem solving,
conceptualizing, and planning. These cognitive processes can emerge from human
language, thought, imagery, and symbols.
In addition to those specific cognitive processes, many
cognitive psychologists study language-acquisition, altered states of mind and
consciousness, beholding , sound perception , STM , LTM , storage, retrieval,
perceptions of thought and far more.
Cognitive processes emerge through senses, thoughts, and
experiences. the primary step is aroused by listening , by listening , it
allows processing of the knowledge given. Cognitive processing cannot occur
without learning, they work hand in hand to completely grasp the knowledge
.cognitive process
0 comments:
Note: Only a member of this blog may post a comment.