Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli. This perspective uses an analogy to consider how the mind works like a computer. In this way, the mind functions like a biological computer responsible for analyzing information from the environment. According to the standard information-processing model for mental development, the mind's machinery includes attention mechanisms for bringing information in, working memory for actively manipulating information, and long-term memory for passively holding information so that it can be used in the future. This theory addresses how as children grow, their brains likewise mature, leading to advances in their ability to process and respond to the information they received through their senses. The theory emphasizes a continuous pattern of development, in contrast with cognitive-developmental theorists such as Jean Piaget's theory of cognitive development that thought development occurs in stages at a time.
Humans as information processing systems The information processing theory simplified is comparing the human brain to a computer or basic processor. It is theorized that the brain works in a set sequence, as does a computer. The sequence goes as follows, "receives input, processes the information, and delivers an output". This theory suggests that we as humans will process information in a similar way. Like a computer receives input the mind will receive information through the senses. If the information is focused on, it will move to the short-term memory. While in the short-term memory or working memory, the mind is able to use the information to address its surroundings. The information is then encoded to the long-term memory, where the information is then stored. The information can be retrieved when necessary using the central executive. The central executive can be understood as the conscious mind. The central executive can pull information from the long-term memory back to the working memory for its use. As a computer processes information, this is how it is thought our minds are processing information. The output that a computer would deliver can be likened to the mind's output of information through behavior or action.
Components Though information processing can be compared to a computer, there is much more that needs to be explained. Information processing has several components. The major components are information stores, cognitive processes, and executive cognition. Information stores are the different places that information can be stored in the mind. Information is stored briefly in the sensory memory. This information is stored just long enough for us to move the information to the short-term memory. George Armitage Miller discovered the short-term memory can only hold 7 (plus or minus two) things at once. The information here is also stored for only 15–20 seconds. The information stored in the short-term memory can be committed to the long-term memory store. There is no limit to the information stored in the long-term memory. The information stored here can stay for many years. Long-term memory can be divided between semantic, episodic, and procedural memories. Semantic memory is made up of facts or information learned or obtained throughout life. Episodic memory concerns personal experiences or real events that have happened in a person's life. Lastly, procedural memory is made up of procedures or processes learned such as riding a bike. Each of these are subcategories of long-term memory. Cognitive processes are the way humans transfer information among the different memory stores. Some prominent processes used in transferring information are coding, retrieval, and perception. Coding is the process of transferring information from the short to long-term memory by relating the information of the long-term memory to the item in the short-term memory. This can be done through memorization techniques. Retrieval is used to bring information from the long-term memory back to the short-term memory. This can be achieved through many different recall techniques. Perception is the use of the information processed to interpret the environment. Another useful technique advised by George Miller is recoding. Recoding is the process of regrouping or organizing the information the mind is working with. A successful method of recoding is chunking. Chunking is used to group together pieces of information. Each unit of information is considered a chunk, this could be one or several words. This is commonly used when trying to memorize a phone number. Executive cognition is the idea that someone is aware of the way they process information. They know their strengths and weaknesses. This concept is similar to metacognition. The conscious mind has control over the processes of the information processing theory.
Emergence Information processing as a model for human thinking and learning is part of the resurgence of cognitive perspectives of learning. The cognitive perspective asserts that complex mental states affect human learning and behavior that such mental states can be scientifically investigated. Computers, which process information, include internal states that affect processing. Computers, therefore, provided a model for possible human mental states that provided researchers with clues and direction for understanding human thinking and learning as information processing. Overall, information-processing models helped reestablish mental processes—processes that cannot be directly observed—as a legitimate area of scientific research.
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