Learning Strategies and Information-Processing Development Essay Example for Free

Learning Strategies and Information-Processing Development EssayLearning butt be simply defined as the cognitive operation that leads to comparatively permanent change in behavior or potential change in a persons behavior. Learning makes cardinal change the representation they perceive the environment, react to stimuli and interact. Cognitive psychology is a very important branch of modern psychology. The main(prenominal) localise of this approach is the retrospect-how conk outment is stored and retrieved. Several theories read been developed with regard to this subject such as the stage theory (Atkinson Shriffin, 1968). The stage theory model is widely accepted since it proposes that culture is processed and stored in three sequential stages i.e. the sensory retrospection, short-term memory, and long-term memory (Atkinson Shriffin, 1968, p. 90). In addition to this model new(prenominal)wise accepted theories include levels-of- bear on theory proposed by Craik an d Lockhart (1972), the parallel-distributed bear upon model and the connectionistic model.This paper examines how attention, memory, recognition and knowledge argon related to various encyclopedism strategies. In addition, the paper discusses how optic-perceptual, force back and language relate to information processing development.Information processing developmentAs stated in the introduction above, cognitive psychology forms an full part of the discipline of psychology. The most widely used theory is the stage theory whose focus is on how information is stored in memory. Information is processed in three stages and this is done in a series and scholastic manner. A nonher important theory is the levels-of-processing theory whose proposition is that the learner utilizes different levels of explanation as he or she processes in formation.A major advantage of the information-processing strategies is in their explicitness and accuracy in honkytonk complex cognitive functions i nto distinct elements that bottomland be easily studied. However, when it comes to analyzing cognition into its distinct parts information processing fails to re-unite them into a general, comprehensive construct. In addition, most information processing tools such as computing device models have lost touch with real-life learning experiences (Berk, 2009).Information processing approach towards cognition seeks to explain how the learner ( pincerren and adults) operate on the different types of information. Most scholars view the mind as a complex outline (a type of computer) through which information flows and is manipulated. General models such as the store model by Atkinson and Shiffrin borrow that information is stored in three parts of the brain for processing the sensory register, short-term memory, and long-term memory (Berk, 2010, para.1).Craik and Lockhart (1972) level-of-processing model assumes that information is transferred from working memory to the long-term memory depending on the level processing.There subsist several other information processing developmental models such as the Cases theory which is a reinterpretation of Pia brooks theory of information processing model. Case views cognitive development as the growth in information processing capacity as a result of brain development which can be connect to more(prenominal) efficient learning strategies.Connectionism on the other hand explains information processing development as a result of learning strategies such as computer-simulated strategies which enhance inter-connectivity of processing units that atomic number 18 well stratified just like the neurological structure of the brain. Sieglers using his model of learning strategy choice argues that, learners always generate a number of strategies for problem solving, the more the experience, the more strategies atomic number 18 selected or discarded (Kail Cavanaugh, 2008).Attention is a critical factor when it comes to human thi nking, it dictates the information that exit be considered when undertaking a task. Attention is greatly enhanced during early and middle stages of childhood. Thus, improved attention makes one to be more adaptable, selective and organized. Enhanced cognitive reticence and efficacy of attentional learning strategies ar pertinent to the fine-tuning of selective attention. The fine tuning of attentional learning strategies takes place in four stages take deficiency, project deficiency, utilization deficiency, and effective strategy use (para.2). Whenever there is a problem with attention pupils would develop learning disorders.The argument here is that, when a scholarly person is learning a new concept, their attention call for to be focused on the new concept. If they fail to fully pay their attention, it means that they will have a serious problem with the learning of the new information (Kail Cavanaugh, 2008).Memory strategies ar said to improve with age, as children cont inue to develop various methods such as, organization, and elaboration. This increases the likelihood of storing information in working memory and its consequential transfer to the long-term knowledge bank. Thus, over childhood stages and even in adolescence, students recall steadily improves as knowledge is continually amassed and its organization is improved effectively.Childrens metacognitive abilities usually change from passivity to activity. A more productive view of mental functioning increases with the increase in awareness of information processing strategies, cognitive aptitudes, and task variables. Self-regulation cognitively develops gradually during childhood and adolescence stages. Recently, scholars of information-processing have focused their attention towards academic learning of children (Berk, 2009).Visual-perceptual, motor and language relation to information processing developmentA visual-perceptual skill is simply the brains readiness to process information a s seen. Previously, most scholars had assumed that a deficiency in visual-perceptual skills was instanter linked to the malfunctioning of the eye. That is having a poor physical vision or poor muscle control in the eye. However, the presence or absence of physical vision has nothing to do with visual perceptual. Instead, visual perceptual refers to the ability of the brain the receiving of visual information, its interpretation, organization, storage, and transmission Thus, if a students brain is not properly storing information, recall will definitely be poor.This directly affects the students ability to trim back and read since he or she has a slow recall of words. The slowing down of recall can also have a prejudicial impact on their mathematical abilities let alone their volubility in speech and reading (Smith 2004).Language and phonological processing abilities are affected by the students ability to store, process, and retrieve information. Usually language and phonologica l problems are rooted to reading disorders. many a(prenominal) students with reading disorders have difficulty storing, processing, and retrieving information. A normal students left brain hemisphere becomes dominant when they are carrying out tasks involving language processing (Berk 2009).A students motor skills are also an important factor when discussing about learning strategies. Children will learn from their interaction with the environment this ability is affected hindered by a childs motor or verbal skills, a child will learn better when their motor skills are well developed. This can be observed in a math class. A conventional practice in the learning of fractions is the use of multiplication. A student with a problem with their motor skills will have a problem with the use of manipulatives. Thus they will definitely have it rough when it comes to the learning of fractions (Berk, 2010).ConclusionThis paper argues that there exist several other information processing deve lopmental models such as the Cases theory which is a reinterpretation of Piagets theory of information processing model. Case views cognitive development as the increase in information processing capacity as a result of brain development which can be linked to more efficient learning strategies. The most widely used theory is the stage theory whose focus is on how information is stored in memory.Learning strategies such as memory strategies are pertinent to the process of information development. Information processing approach towards cognition explains how the learner operates on various kinds of information. The mind is a complex system (a type of computer) through which information flows and is manipulated. Deficits in information processing skills have negative impacts on a students ability to learn effectively. This is attributed to the reason that all learning is relatively cumulative.Thus, problems in learning should be detected early in enough and solved otherwise they woul d get worse with advancement of age.