11.6: Information Processing

Theory of Information Processing

Information processing theory uses the analogy of a computer to consider how the mind works.

It is theorized that cognitive processes work in specific sequences, as does a computer, by receiving input, processing the information, and delivering an output. In this way, the mind functions like a biological computer responsible for processing information from the environment. As children grow, their brains also grow, leading to advances in their ability to cognitively process the information they receive. In contrast with Piaget's theory of cognitive development that proposed development occurs in stages, information processing theory instead emphasizes a continuous pattern of development. ^[1]

Memory is one cognitive process that is commonly used to explain information processing theory. The idea is that there are specific steps in the memory process, similar to how information storage on a computer can involve multiple distinct steps. Using the Atkinson and Shiffrin Model shown in Figure \(\PageIndex{1}\), memory has three main components in which information can flow in and out of the memory system. The process begins when information from our senses flows into sensory memory. If we pay attention to this information, it then enters short-term memory where, if attention is further maintained toward it, it can continue on to long-term memory. ^[1]

Figure \(\PageIndex{1}\): Environmental input to Sensory input (sights, sounds, etc.) both feeding into Sensory memory, from where it can either be forgotten or into short-term memory. In short-term memory it's either forgotten through decay or displacement of maintenance occurs through rehearsal. A two-way exchange between short-term memory and long term memory occurs. During this exchange elaborate rehearsal leads to storage (short term to long term) or items are retrieved from short term into long term. Once in long term it can be forgotten through interference or retrieval failure. (^[2])

Along with suggesting specific steps in cognitive processes, following the analogy of a computer, information processing theory explains growth in cognitive abilities through continuous maturational growth in cognitive systems and the brain. Whereas Piaget proposed stages based on ages to represent important periods of change in cognitive growth, information processing theory instead examines the continuous growth in cognitive processes. Consider the cognitive process of visual working memory, which is a cognitive system that actively holds visual information, such as the color or shape of something, in the mind temporarily for use in ongoing tasks. Research reveals a continuous increase in visual working memory capacity over the first year (Rose et al., 2001; Kaldy and Leslie, 2003, 2005; Oakes et al., 2006, 2017; Kibbe and Leslie, 2011; Kwon et al., 2014; Kaldy et al., 2016) that continues to develop into childhood (Simmering, 2012; Guillory et al., 2018). For example, ten and twelve month-old infants are successful in remembering three objects but are unable to remember more than three objects (Feigenson and Carey, 2003, 2005). Similarly, brain research has found visual working memory activation evident by 4 months of age with continuous developmental change between 4 months and one year of age (Reyes et al., 2020). As an example of how growth in some cognitive systems influence the abilities in other cognitive systems, fourteen month-old infants can use high-level strategies such as chunking to remember more items (Feigenson and Halberda, 2004; Kibbe and Feigenson, 2016). Information processing research continues to document the continuous growth in cognitive processes of infants and toddlers. ^{[3] [4]}

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^[1] Information processing theory from Wikipedia is licensed under CC by SA 4.0

^[2] Image from Dkahng is licensed under CC by SA 4.0

^[3] Isbell et al., (2015). Visual working memory continues to develop through adolescence. Frontiers in Psychology, 6, 696. CC by 4.0

^[4] Guillory & Kaldy (2019). Persistence and Accumulation of Visual Memories for Objects in Scenes in 12-month-old Infants. Frontiers in Psychology, 10, 2454. CC by 4.0