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Information Processing Theory
Alexa Clark
Liberty University
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Think about the way we learn. How is that we can get all that information to stay in our
memory? How is it that we can recall this information later? It all steams from a theory called
The Information Processing Theory. This theory breaks down how what we learned is processed
and how it becomes stored into our memory as well as how teacher implement many various
ways of using this theory in the classroom.
The Information processing theory is defined as the following: is a group of theoretical frame
work that addresses how human beings receive, think about, mentally modify and remember
information as well as how the cognitive processes can change over the course of development.
This theory emerged around the late 1950’s into the early 1960’s and has shown to evolve
throughout the many decades.[Nat] The basic idea of this theory is this that our brains are in a
term like computers, or information processors.[LDa15] Behaviorist have the notation that
people will only respond to stimuli. [LDa15] There are five key components with the
information processing theory. Those are the following: Sensation, perception, sensory register,
working memory and long-term memory. [Nat]
We first look at Sensation. Sensation is the physiological detection of the stimuli in the
environment around us. Perception is simply how our minds use the sensory input to help us
make sense of the world around us. Our minds will take in the different sensory inputs from
everything from our eyes to our nose, our skin and our ears. These specific details are then turned
to form an idea of the world around you which creates sensory register. [Gil14]
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These memories that are created only last about a second or two. With sensory register there are
two types of different kinds of memory, these are called Iconic and Echoic memory. “Working
Memory is a system of certain domain specific storages or formats for temporarily representing
the information along with a domain-general supervisor or executive attention mechanism”.
[Eng10]Long term memory is basically defined as continuing storage of information. While
some is easy to recall, some are a little more difficult. [Orm16]
The relationships with these key components can and is summarized into this one lifelong
learning process. A child starts out life with a stimulus sensory, it then goes through perception,
once it has processed or is aware of the information, we start to see how the central executive
starts overseeing the flow of the information through attention and focusing on that information.
We then see how that information goes into working memory, in doing this it allows the active
information to stick around for a few seconds. After that we see an in-depth processing which
begins to make those connections between that brand-new information and the existing
knowledge which is gained from rehearsal, as well as organization and elaboration. Finally, is
the long-term memory which has now stored that information to be recalled upon later and time.
As children grow, the information they gain becomes more and more complex. They tend to
become less distracted and tend to gain a longer attention span. They also have gained the ability
to process more and more and at a faster rate. The information processing theory has been used
by researchers to thoroughly exam and study the cognitive development in kids. Researchers
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have focused their efforts and in areas such as how kids gradually improve their ability to take in
information as well as focus on certain things and increase their attention span.[Nat]
When babies first arrive into the world, they learn how to use their senses in order for them to
explore the new world around them. Most of the time, newborns will focus on and follow
objects. They then start to see colors as well as recognizing faces as well as learning to imitate
various facial expressions. When I worked in child care, I spent some time in the infant’s room
with babies who were 12 weeks old to about 1 years. To watch these little ones as they would try
to grab different objects that the saw and even trying to make the same kind of faces that we
would make was really amazing to see. As babies start getting older around one to two years old
(They really start moving and you have to keep a close watch them) they begin to go through
various stages of separation anxiety as well as they begin to learn more words such as “please”,
“toy”, “want” and others. Children I have also learned and noticed just by the 2 years I worked in
child care, are very observant and they observe what they see older kids and even adults doing.
My friend Kat and her husband have two daughters that are six years apart and so when their
youngest was growing up she would watch everything her older sister does and even try to
mimic what she saw her doing.
From the ages of 2 to 3 years old, children reach what is called the “sensorimotor stage” Children
at this age want to be more independent and like to learn new and more things. [Orm16] They
also begin to understand what discipline is and they especially begin to understand and process
what right from wrong is. I have seen many parents express concern at this age
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because they become worried about what their children tend to say and hear while kids are
exploring their world around them.
Children from ages 3-6 are at a stage called Preoperational stage.[Orm16] This means at this
point that kids are starting to use their imaginary skills as well as their memory skills. They begin
to learn to memorize as well as using social interaction skills, they begin to learn how to read.
However, some bad habits can be learned at this point as well. Talking back as well as lying can
develop at this age. Most parents consider this as a “phase” and try to make the best of it.
The final two stages are “Concreate operations” and formal operations. Concreate Operations is
from ages 6-12 years old. Kids are able to use logical thought and coherent actions with their
thinking as well as problem solving skills. They have a higher attention span going from 15 mins
from age 6 all the way to an hour by age 9. [Orm16] Formal operations are from ages 12 to the
age of 18 years old. With this stage there is increased independence as far as thinking and
problem solving. Adolescents tend to think in more advanced ways then children do. It is seen as
more efficient and more complex than the way children think.
We all process and learn information differently. As we get older that does change with time. The
information processing theory is a wonderful method that keeps evolving as the way we process
information does too. You are never too old to learn and understand!
Works Cited
Boyd, N. (n.d.). Information Processing Theory: Overview & Practical Teaching Examples. Retrieved from
Study.com: https://study.com/academy/lesson/information-processing-theory-overview-
practical-teaching-examples.html
Engle, R. W. (2010). Role of Working‐Memory Capacity in Cognitive Control. University of Chicago Press
Journals.
Gilles, G. (2014). Sensory Register of Memory: Definition & Overview. Retrieved from Study.com:
https://study.com/academy/lesson/sensory-register-of-memory-definition-lesson-quiz.html
L, D. (2015, 12 4). "Information Processing Theory," in Learning Theories. Retrieved 12 15, 2017, from
"Information Processing Theory," in Learning Theories,: https://www.learning-
theories.com/information-processing-theory.html
Miller, G. A. (1956). Information Processing Theory (G. Miller). Retrieved 12 15, 2017, from Information
Processing Theory (G. Miller): http://www.instructionaldesign.org/theories/information-
processing.html
Ormrod, J. E. (2016). Human Learning. In J. E. Ormrod, Human Learning (7th ed., p. 132). Pearson
Education Inc.
