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Cognitive Information Processing examines age-related changes on what people know, how they know it, and the type of storage associated with the learning. Restak (2006) explained that one of the focuses of Cognitive Information Processing is to examine to storing and the recalling of information (p. 4). Actions include looking at various aspects of classroom instruction and identify how teaching styles, and strategies and affect memory, and the overall learning process. However, the environment still plays an important role in the learning process (p. 7). Unlike many other theories, the Cognitive Information Processing theory does not focus on explaining how individuals think or their actions (Ormrod, 2008). Although several cognitive processes are presented, the theory lacks an explanation of the learning. Miller’s Information Processing theory and framework rests on the assumption that an individual processes information, similar to that of a computer. It takes into consideration what is entered, the type of storage, whether short or long-term, the sensory register, and the individual’s ability to recall the information when needed and the amount of information given to be processed at a given time. However, like the behavior, constructivist, and cognitive approach, the Information Processing theory has pillars, similar to stages that support this type of learning. These pillars include thinking, stimuli analysis, stimulation modification, and obstacle evaluation (Driscoll, 2000, p. 13). The four pillars are essential to the individual’s ability to learn something new, and at a faster pace. Like the other types of learning theories, the Information processing theory requires some
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22). Both Cognitive Information Processing and Brain-based learning requires learners to become active participants in their learning. Although representing two different approaches to learning, both focuses deeply on how instruction can be improved based on research about the human brain. Fischer& Immordino-Yang (2008) explained that both theories are based on neuroscience (p. 20). Many of the suggested teaching strategies that are presented in the brain-based learning theory are also evident in the cognitive information processing theory. By providing feedback to the learners, implementing instructional tools such as diagrams and graphic organizers learners are able to construct meaning and deepen their understanding therefore promoting effective learning. Simple actions in the classroom that can increase student learning for both theories include presenting content and activities that are relative to the current world and experiences of the learners, and serving as a model to motivate the learner (Erlauer, 2003, para.
22). Both Cognitive Information Processing and Brain-based learning requires learners to become active participants in their learning. Although representing two different approaches to learning, both focuses deeply on how instruction can be improved based on research about the human brain. Fischer& Immordino-Yang (2008) explained that both theories are based on neuroscience (p. 20). Many of the suggested teaching strategies that are presented in the brain-based learning theory are also evident in the cognitive information processing theory. By providing feedback to the learners, implementing instructional tools such as diagrams and graphic organizers learners are able to construct meaning and deepen their understanding therefore promoting effective learning. Simple actions in the classroom that can increase student learning for both theories include presenting content and activities that are relative to the current world and experiences of the learners, and serving as a model to motivate the learner (Erlauer, 2003, para.