Abstract
This chapter talks about the theories connected with information processing and memory. It comprises the descriptions and definitions of important stipulations and models that have been used to represent memory types and workstations (PC, processors). Information processing and communications are investigated in various disciplines: technology, psychology, mathematics, sociology, social science, and plenty of others. Nowadays, human learning has become one of the research interests. This is due to how one acquires new information and retrieve the information, collection of long-term and short-term learning goals, and methods of useful instruction. Therefore, the study of cognition as a psychological area reaches its height, just not in the captivating and recovering information. It has become a wide area of research devoted to the study of mind holistically. Many significant researchers in cognition defined that it is the study of how individuals encode, organize, store, recover, employ, or else learn knowledge. Cognitive psychologists imagine a dominant variable or set of variables between environment and behavior, which shows the difference in behavioral theories.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Change history
01 December 2020
This book was inadvertently published without updating the following error.
References
Abbot, B. (2002). Human memory. Fort Wayne, IN: Indiana University-Purdue University at Fort Wayne, Psychology Department. Retrieved June 22, 2002.
Anderson, M. (1998). Jerome Bruner. “Educational psychology”. Portland, OR: Cortland College. Retrieved June 12, 2002.
Atkinson, R., & Shiffrin, R. (1968). Human memory. A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York, NY: Academic Press.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–170.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research 1. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Driscoll, M. (2001). Psychology of learning for assessment (2nd ed.). Boston, MA: Allyn & Bacon.
Eliasmith, C. (Ed.). (2001). Memory. Dictionary of philosophy of mind. Pullman, WA: Washington State University. Retrieved June 19, 2002.
Huitt, W. (2000). The information processing approach. Educational psychology interactive. Valdosta, GA: Valdosta State University. Retrieved June 12, 2002.
Kearsley, G. (2001a). Dual coding theory. In A. Paivio (Ed.), Theory into practice. Jacksonville, FL: Jacksonville State University. Retrieved June 14, 2002.
Kearsley, G. (2001b). Levels of processing. Theory into practice. Jacksonville, FL: Jacksonville State University. Retrieved June 14, 2002.
McClelland, J., & Rumelhart, D. (1981). An interactive activation model of context effects in letter perception. Part I: An account of basic findings. Psychological Review, 88, 375–407.
Mohanty, S. N., & Suar, D. (2013a). Decision-making in positive and negative prospects: Influence of certainty and affectivity. International Journal of Advances in Psychology, 2(1),19–28.
Mohanty, S. N. & Suar, D. (2013b). Influence of mood states, group discussion, and interpersonal comparison on change in decision-making and information processing. International Journal of Decision Science, Risk and Management, 5(2),101–123.
O’reilly, T. (2005). Web 2.0: compact definition, 137–158.
Porter, A. L., & Read W. H., eds. (1998). The information revolution: Current and future consequences. Greenwood Publishing Group.
Rumelhart, D. (1980). Schemata: The building blocks of cognition. Hillsdale, NJ: Erlbaum.
Rumelhart, D. E., & McClelland J. L. (1986). On learning the past tenses of English verbs, 216–271.
Suthers, D. (1996). Attention and automaticity. Pittsburgh, PA: University of Pittsburg, Learning Research and Development Center. Retrieved June 21, 2002.
Wiener, N. (1948). Cybernetics or control and communication in the animal and the machine. Technology Press.
Winn, W., & Snyder, D. (2001). Mental representation. The handbook of research for educational communications and technology (Chap. 5). Bloomington, IN: The Association of Educational Communications and Technology. Retrieved June 12, 2002.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sucharitha, G., Matta, A., Dwarakamai, K., Tannmayee, B. (2020). Theory and Implications of Information Processing. In: Mohanty, S.N. (eds) Emotion and Information Processing. Springer, Cham. https://doi.org/10.1007/978-3-030-48849-9_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-48849-9_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-48848-2
Online ISBN: 978-3-030-48849-9
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)