Information Processing Ability and its Implications for Teaching and Learning

Year 2022, , 110 - 123, 11.11.2022

Mariette Fourie Gawie Schlebusch

https://doi.org/10.31458/iejes.1130846

Cited By: 2

Abstract

The aim of this paper is to explore how the brain processes information, and which factors affect the information processing ability of learners in the classroom. From the hierarchical linear modelling (HLM) analysis, it is evident that the independent variables age, home language, language of learning and teaching (LOLT), and average class size affect the information processing ability of learners in the classroom. The process by which the brain acquires, use, and think about knowledge is known as cognition. Cognition are those intellectual or perceptual processes occurring within us that the typical individual would describe as thinking, rational processing, or the mind. Through learning, an individual’s cognition develops long-term changes in mental representations or associations because of environmental learning and experiences. A quantitative design was followed to gather data from Grade 11 learners by means of a questionnaire. The results revealed that information processing ability of learners as a dependent variable was significantly influenced by the following independent variables: age, home language, language of learning and teaching, and average class size. Recommendations to teachers on how to facilitate efficient information processing are made, which could result in meaningful learning and understanding by the learners. It is hoped by the researchers that, employing these tactics, will render valid results that are consistent with the need to enhance learners’ depth and breadth of processing information, and thereby become sophisticated and complex producers of knowledge.

Keywords

Cognition, hierarchical linear modelling, human memory model, information processing ability.

Supporting Institution

Research Fund of the Central University of Technology

Thanks

The article stems from a doctoral study financed by the Research Fund of the Central University of Technology, South Africa from 2017-2019.

References

• Anderson, J. R. (2007). Information processing modules and their relative modality specificity. Cognitive Psychology, 54, 185–217.
• Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence, & J. T. Spence (Eds.), The psychology of learning and motivation (Volume 2) (pp. 89–195). New York: Academic Press.
• Bada, S. O. (2015). Constructivism learning theory: a paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 5(6), 66–70.
• Blake, C. (2016). Metacognition in the classroom. Concordia University-Portland. Retrieved from: https://education.cu-portland.edu/blog/classroom-resources/classroom-metacognition/
• Bridewell, W., & Bello, P. (2016). A theory of attention for cognitive systems. Advances in Cognitive Systems, 4(1), 1–16.
• Busch, B. (2017). What every teacher should know about memory. The Guardian. Retrieved from: https://www.theguardian.com/teacher-network/2017/oct/06/what-every-teacher-should-know-about-memory
• Cherry, K. (2018). 11 Methods for improving your memory. VerywellMind. Retrieved from: https://www.verywellmind.com/great-ways-to-improve-your-memory-2795356
• Cherry, K. (2019a). What is memory and how does it work? An overview of memory and how it works. VerywellMind. Retrieved from: https://www.verywellmind.com/what-is-memory-2795006
• Cherry, K. (2019b). Cognitive Psychology. VerywellMind. Retrieved from: https://www.verywellmind.com/cognitive-psychology-4157181
• Curtindale, L., Laurie-Rose, C., Bennett-Murphey, L., & Hull, S. (2007). Sensory modality, temperament, and the development of sustained attention: A vigilance study in children and adults. Developmental Psychology, 43(3), 576–589.
• Eggen, P., & Kauchak, D. (2014). Educational psychology: Windows on classrooms (9th ed.). New Jersey: Pearson Education Inc.
• Fuchs, T. (2011). The brain – a mediating organ. Journal of Consciousness Studies, 18(7-8), 196–221.
• Grösser, M. (2007). Effective teaching: linking teaching to learning functions. South African Journal of Education, 27(1), 37–52.
• Gupta, A. (2017). How your brain’s reticular activating system (RAS) determines your success. Retrieved from: https://www.fearlessmotivation.com/2017/10/16/reticular-activating-system/
• Hall, A. (2016). The impact of cognitive load on working memory. Allen Hall EDU. Retrieved from: http://allenhalledu.com/2016/12/22/the-impact-of-cognitive-load-on-working-memory/
• Haukas, A., Bjorke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. New York: Routledge
• Hedge, A. (2013). Human Information Processing – II. [PowerPoint slides]. Presented at the Cornell University, New York.
• Heick, T. (2017). What is the cognitive load theory? A definition for teachers. TeachThought. Retrieved from: https://www.teachthought.com/learning/cognitive-load-theory-definition-teachers/
• Heerema, E. (2018). Elaborative rehearsal: a better way to memorize. VerywellHealth. Retrieved from: https://www.verywellhealth.com/elaborative-rehearsal-a-better-way-to-memorize-98694
• Huitt, W. (2006). The cognitive system. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from: http://www.edpsycinteractive.org/topics/cognition/ cogsys.html
• Hurley, D. (2012). Science’s long and successful search for where memory lives. Discover. Retrieved from: http://discovermagazine.com/2012/apr/13-long-successful-search-where-memory-lives
• Jaeger, A., Shipley, T. F., & Reynolds, S. J. (2017). The roles of working memory and cognitive load in Geoscience learning. Journal of Geoscience in Education, 65(4), 506–518.
• Jensen, E. (2008). Brain-based learning. The new paradigm of teaching (2nd ed.). California: Corwin Press.
• Kandarakis, A. G., & Poulos, M. S. (2008). Teaching implications of information processing theory and evaluation approach of learning strategies using LVQ neural network. WSEAS Transactions on Advances in Engineering Education, 3(5), 111–119.
• Kim, D. G., & Lee, J. (2014). A study on improving information processing abilities based on problem-based learning. Turkish Online Journal of Distance Education, 15(2), 41–52.
• Krause, K. L., Bochner, S., Duchesne, S., & McMaugh, A. (2009). Educational psychology: For learning and teaching (3rd ed.). United Kingdom: Cengage Learning.
• Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43, 268–273.
• Laxman, K., & Chin, Y. K. (2010). Brain-based education: its pedagogical implications and research relevance. Journal on Educational Psychology, 4(2), 1–5.
• Malamed, C. (2010). 20 Facts you must know about working memory. The eLearning Coach. Retrieved from: http://theelearningcoach.com/learning/20-facts-about-working-memory/
• Marchetti, G. 2014. Attention and working memory: two basic mechanisms for constructing temporal experiences. Frontiers in Psychology, 5(880), 1–15.
• Mastin, L. (2018). The human memory. Retrieved from: http://www.human-memory.net/types_sensory.html
• Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson.
• Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 287– 303). Mahwah, NJ: Erlbaum
• McLeod, S. A. (2010). Long-term memory. Simply Psychology. Retrieved from: https://www.simplypsychology.org/long-term-memory.html
• Meltzer, L., Pollica, L. S., & Barzillai, M. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. In L. Meltzer (Ed.), Executive function in education from theory to practice (pp. 165-193). New York: Guiford.
• Nketsia, J. E. (2013). Influence of parental styles on adolescents self-esteem. University of Ghana. Retrieved from: https://www.academia.edu/5105903/The_Influence_of_parental_style_ on_Adolescents_self_esteem
• Ormrod, J. E. (2008). Educational psychology: Developing learners (6th ed.). New Jersey: Pearson Education Inc.
• Paas, F., & Ayres, P. (2014). Cognitive load theory: a broader view on the role of memory in learning and education. Educational Psychology Review, 26(2), 191–195.
• Paterson, D. (2017). Making practical work more effective. Education in Chemistry. Retrieved from: https://eic.rsc.org/feature/making-practical-work-more-effective/3008027.article
• Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35(1), 73–89.
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models (2nd ed.). Thousand Oaks. CA: Sage.
• Reisberg, D. (2013). The Oxford Handbook of Cognitive Psychology. New York: Oxford University press.
• Schacter, J., & Thum, Y. M. (2004). Paying for high-and-low-quality teaching. Economics of Education Review, 23(1), 411–430.
• Schellenberg, S., Negishi, M., & Eggen, P. (2011). The effects of metacognition and concrete encoding strategies on depth of understanding in educational psychology. Teaching Educational Psychology, 7(2), 17–24.
• Schwartz, D., & Heiser, J. (2006). Spatial representations and imagery in learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 283–298). New York, NY: Cambridge University Press
• Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.). USA: Cengage Learning.
• Sousa, D. A. (2011). How the brain learns (4th ed.). California: Corwin.
• Spielman, R. M., Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perlmutter, M. (2016). Psychology. Houston, TX: Open Stax, Rice University.
• Stanfield, J. 2018. The role of memory in learning: increasing the impact of education. Ausmed Education. Retrieved from: https://www.ausmedcorporate.com/memory-and-learning/
• Terry, S. (2006). Learning and memory: Basic principles, process, and procedures (3rd ed.). Boston, MA: Allyn & Bacon.
• Van Amburgh, J. A., Delvin, J. W., Kirwin, J. L., & Qualters, D. M. (2007). A tool for measuring active learning in the classroom. American Journal of Pharmaceutical Education, 71(5), 85.
• Van der Merwe, M. (2013). Perceived levels of teacher efficacy and locus of control at secondary schools in Lejweleputswa school district. (Unpublished master’s dissertation). Bloemfontein: Central University of Technology, Free State.
• Visser, M. (2018). The influence of a flipped classroom on the learning approaches of first-year speech-language and hearing therapy students. Stellenbosch University. Research Assignment.
• Willis, J. (2012). A neurologist makes the case for teaching teachers about the brain. Edutopia. Retrieved from: https://www.edutopia.org/blog/neuroscience-higher-ed-judy-willis
• Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains. USA: ASCD.
• Wolfe, P. (2018). The neuroscience of teaching and learning: A trainers’ manual. Orlando, FL: ASCD.
• Woolfolk, A. (2007). Educational psychology (10th ed.). United States: Pearson Education Inc.