Review of IP model article

The article “Information Processing,” discusses information processing (IP) as a cognitive theory and explains the three components of IP. The information processing theory seeks to explain how the mind functions. Most emphasis is places upon understanding how information is processed rather than how learning happens.
The basic information processing model has three components: sensory register (SR), short term memory (STM), and the long-term memory (LTM).
The best understood of the sensory registers (SRs) are for hearing (echoic) and seeing (iconic). Very little is known about the tactile (touch), olfactory (smell), and gustatory (tastes) sensory regulators. Each memory stage has four attributes: representation, capacity, duration, and cause of forgetting. For the visual sensory register, representation is iconic—limited to the field of vision and lasts for about 250 milliseconds. The main cause of forgetting is decay. Representation in the auditory register is echoic; it is limited to the sounds we actually can hear.
Short term memory (STM) is also known as working memory, and is where consciousness exists. Short term memory is where the world meets what is already known, and where thinking is done. You perceive and attend to stimuli: that information is then actively processed based on information stored in long term memory (LTM). The characteristics of this memory stage are that the representation is echoic, it is limited to 5-9 items, and it lasts only about 20 seconds. Interference is the principal cause of forgetting.
The final stage in the information processing model is long term memory (LTM), which is typically termed call memory. Long term memory is everything we know and know how to do. Long term memory can be categorized as one of three types of memory: declarative, procedural or episodic. Declarative knowledge can be defined as knowledge needed to complete this sentence. “Knowing that…” By contrast, procedural knowledge is, “Knowing how…” These two types of knowledge account for what is learned in work and school. The remaining type of knowledge is episodic which might also be called anecdotal. This is memory for specific events in one’s life.
Pavio has asserted that memory for images differ from memory for words. He offers dual coding hypothesis asserting that when we see an image, both the image and a label for that image are stored in memory. Others have suggested that there are mechanisms that control thinking and learning. These control processes are called metacognition. Metacognition often takes the form of strategies. These strategies indicate an executive function…that involve planning for learning, thinking about the learning process as it is taking place, monitoring…and evaluating learning. Metacognitive strategies might include using advance organizers, self-planning, self-monitoring, and self-evaluation.
Cognitive strategies are more task-specific, and often refer to “direct manipulation of the learning material itself. Examples of cognitive strategies are note-taking, repetition, guessing meaning from context, or using mnemonic devices. Socioaffective strategies refer to strategies that use association with or input from teachers or peers.
In order for information to get into the long term memory, the learner must be actively engaged with the material that is to be learned. This implies that learners should be actively relating this new piece of information to other ideas that they already know. Failure to remember information does not mean that is has been forgotten; it is merely the procedure for retrieval has been forgotten. More pathways to that piece of information should be created through elaboration. Therefore if the information is found, if has not been forgotten.