What is cognitive information processing?

Cognitive processing of information is a collection of theories about how the mind learns by taking over, processing and storing information. Most versions of theory emphasize three memory components: sensory memory, short -term or "working" memory and long -term memory. According to the second half of the 20th century, the theory of cognitive processing of information has largely replaced the theory of behavior, but there are some areas of learning that are not sufficiently explained by the framework.

The model of cognitive information atkinson-shifrin deals with how the sensory entry eventually becomes knowledge. At any given moment, a person's mind is bombarded by various stimuli: monuments, sounds, smells, etc. The vast majority of these stimuli are briefly stored in sensory memory, but forgets in seconds.

However, if a person intentionally pays attention to a specific sensory input, it becomes part of the short -term memory. Information in short -term memory may be anal relationship to its immediate context and to relevant previousknowledge. If knowledge is properly integrated into other relevant knowledge, it becomes integrated with this information and is stored with long -term memory.

This and other variations on the theory of cognitive information consider knowledge as acquisition and stored in the computer network. On the other hand, earlier learning theory, such as behavioral views of B.F. Skinner, emphasized the importance of learning by repetition. In the Skinner model, the student receives positive feedback on correct information and negative feedback for incorrect memorization, so learning is strengthened by positive consequences. Regarding the theory of cognitive information processing, the role of feedback is to help in understanding the information. When people receive negative feedback, they find that something virus understanding is incorrect and adjusts their understanding accordingly.

both learning theories have a direct effect oneducation. Cognitive information theorists emphasize the need to actively involve students in information to become part of the long -term memory. Behaviorists emphasize constantly strengthen the knowledge of the pupil. Together, these two models form a large part of the methods used in modern classrooms.

However, there are some major shortcomings in cognitive information. Some evidence suggests that not all information must be received and processed consciously to be stored. For example, a person can learn words for a popular song by hearing it over and over again on the radio without intentionally focusing on it. Other learned behavior, such as cycling or control of a standard transmission car, involves a combination of semi -automatic mental mental action processes neatly fit into any model.