RIAS WITA SURYANI (16178070)

SUMMARY II - LANDASAN ILMU PENDIDIKAN

INFORMATION PROCESSING THEORY I:

KNOWLEDGE, PERCEPTION, AND COMPREHENSION
Information processing theory is a framework that has been adopted by many cognitive
psychologists to guide their research into mental process. Gestalt psychology contributed
many ideas, one of these ideas is that our perceptions are mental constructions that tend to
impose order on our incoming sensations. There are some principles of perceptual
organization, namely:

- Law of Continuity perceive smooth continuities rather than abrupt change.

- Law of Closure incomplete figures seen as complete.
- Law of Proximity things that are close together are grouped together.
- Law of Similarity similar object tend to be perceived as related.
- Law of Pragnanz all possible organization that could be perceive in a stimulus array.

Another key ideas contributed by researchers in Gestalt is that our prior knowledge gretly
influences our current perceptions and subsequent memory for stimuli (based on prior
knowledge).

Overview of the Information Processing System

INPUT

Short-Term Memory
Sensory Registers Long-Term
Temporary Memory
Visual Working memory
Auditory Pattern Knowledge
- Recognition Encoding Strategies
- Retrieval Strategies Episodic
Problem-solving Semantic
Haptic Strategies

RESPONSE OUTPUT

Long-Term Memory
- Episodic Knowledge memory for the personally experienced events which make up
our lives.
- Semantic Knowledge memories that are not tied to an individuals personal history
but rather transcend particular context.
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 Knowledge Description Uses
Unit
Concepts Mental representations of To sort similar stimuli into categories
categories so that environmental diversity can be
reduced, organized into networks
Propositions Statements composed of two To represent declarative knowledge
concepts that make true or false and to make assertions, answer
assertions about the world questions, and drive inferences;
organized into networks
Productions Condition-action rules consisting To represent procedural knowledge
of it-then clauses which often run such as skills; organize into action
off automatically sequences called production systems
Images Analog or picturelike To represent spatial and other
representations of objects and physical dimensions of stimuli
events
Schemas Wholistic structures consisting of Used in perceptions, comprehension,
variables or slots that represent remembering, and problem solving;
the interrelations between the organized into part-whole hierarchies
features of objects, events, or
situation

Input Processing

- Sensory Memory a mechanism for holding for a fractions of a second all of the
information from the environment that excites our sensory receptors.
- Perception analyzing the feature of stimulus in sensory memory and fitting them to
slots of a schema in long-term memory.
- Comprehension finding a schema that allow us to make sense of a message.

Short-Term Memory
The part of the memory system where mental work is performed (working memory).

Characteristics of Short-Term Memory and Long-Term Memory

Working Memory Long-Term Memory
Function Locus for operating on and storing Locus for storage of information
information in the course of until needed for tasks being
performing mental tasks performed in working memory
Capacity Can hold very limited amounts of Can hold vast amounts of
information information in highly organized
fashion
Duration Information is lost within 30 seconds Information virtually permanently
if it is not attended to

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 INFORMATION PROCESSING THEORY II:
REMEMBERING
Encoding Processes
Encoding (forming new long-term memories) is optimal when learners perform effortful
activities that require them to deal with the meaning of the material.

Strategies of Encoding

Strategy Function Examples

Maintenance Recycling information in order to Verbatim repetition of spelling
Rehearsal keep it in consciousness words; repeating a telephone
number
Elaborative Recycling information while relating Repeating the spelling of a word
Rehearsal it to other information in order to add while relating it to other words you
the material to long-term memory already know; repeating a
telephone number while relating it
to your birthdate
Elaboration Adding to the information being Forming an image relating a state
learned in order to tie it to familiar and its capital; drawing a picture of
material and thus make it more material in a text; using analogies
memorable and metaphors
Organization Dividing the material into subsets and Grouping vocabulary words into
noting the relations between them in superordinate categories; outlining;
order to enhance memorability of the creating spatial networks showing
material relations between concepts in a text

Mnemonics used for helping remember information by relating unknown information to

well-learned information.

Techniques Description Uses

First-Letter The first letters of items to be Remembering sequences of items
Mnemonics remembered are used to form or list of items
a phrase or word
Peg Method Numbers 1-10 are associated Remembering lists such as grocery
with rhyming words items or remembering temporal or
spatial sequences such as directions
Method of Loci Items to be remembered are Remembering the key points in a
linked with distinct landmarks speech, lists of items
along a familiar route
Key-Word Method The first item to be learned is Remembering the English
linked with a familiar word to translations of foreign words;
which it is acoustically similar

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Retrieval Processes
Retrieval begins with a retrieval cue that initiates a search for the encoded information.
Effective retrieval cues are those present at both encoding and retrieval. Retrieval is best view
as a reconstructive process in which we use schemas to interpret memory data.

Metacognitive Processes
Metacognition is knowledge about ones though processes including knowledge about how
memory works. There are two types of metacognitions, first is knowledge about cognition, it
refers to knowledge about ones own cognitive resources and their compatibility with the
learning situation. Second is regulation of cognition, it refers to self-regulatory processes used
by learners during an ongoing attempts to solve problems; including planning, checking,
monitoring, and evaluating.

Teaching Strategies for Learning

Teacher should provide explicit instruction in learning strategies. One approach is direct
explanation approach to teaching strategies and promised to describe other ways of teaching
strategies.

The Core Issues

Information processing theory is quite clear that learning is adding new knowledge to long-
term memory in the form of new concepts, proposition, procedure, or more elaborated and
finely tuned schemas. Factors inside the organism that govern perceptions, comprehension,
and remembering play a larger role in the learning process than do environmental factors.
Humans are motivated to learn because they have a need to make sense of the world.
Transfer is retrieval of information from long-term memory in settings different from those in
which the material was initially encoded. The most important variables in instruction are
those influencing attention, activation of prior knowledge, and retrieval context.

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