Information Processing Models 1970s - Present

1
Information Processing Models1970s - Present

• Describes the processing, storage and retrieval
  of knowledge from the mind

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Impetus for Change

• Growth of computer technology Can a computer
  learn to read?
• Increased federal funding for research Center
  for the Study of Reading
• Focus on cognition as opposed to perception
• Merger of cognitive psychology and literacy
  research

3
Information Processing Components

• Sensory memory and perception
• Short term, working and long term memory
• Episodic, semantic, procedural and flashbulb
  memory
• Schemas
• Attention
• Executive control processes

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Early ModelsSubstrata-Factor Theory of Reading
Holmes

• Variables correlated with reading ability
• Cognitive ability
• Verbal ability
• Fine motor skills
• Eye movements
• Personality factors

5
Rauding Theory Carver

• Reading includes 5 cognitive skills
• Skimming
• Scanning
• Rauding (Typical reading)
• Rauding accuracy or vocabulary
• Rauding rate
• Learning
• Memorizing

6
Bottom Up Model Gough

• Cognitive processing of information proceeds from
  lower order to higher order stages
• Reading comprehension is a result of two
  processes decoding and language comprehension

7
Automatic Information Processing Model LaBerge
and Samuels

• Model components
• Visual memory
• Phonological memory
• Episodic memory
• Semantic memory
• Attention

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Role of Attention LaBerge and Samuels

• Individuals have a limited amount of attention
  available
• Automaticity in some components fress attention
• Is basis for attention to fluency

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Interactive Model Rumelhart

• A non-linear model
• Simultaneous convergence of different processors
• Syntactic
• Semantic
• Orthographic
• Lexical

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Later Models Interactive-Compensatory Model
Stanovich

• Based on Rumelharts nonlinear interactive model
• Text processors are compensatory if one
  processor has insufficient data, the others
  compensate

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Orthographic Processing Perspective Ehri

• Words are not captured in memory as a geometric
  figure or by rote memorization
• Words are captured as a sequence of letters
  related to sounds
• Words are captured using letter-sound rules
• In subsequent encounters, words are retrieved
  through letter sound connections

12
Verbal Efficiency Theory Perfetti

• Reading of print is related to internal hearing
• The amount of time it takes to read a word aloud
  (vocalization latency) is indicative of how well
  the word is known
• Decoding skill is the major source of variation
  in vocalization latency

13
Construction-Integration Model Kintsch

• Readers construct representations or
  understandings of what they read at several
  levels
• Linguistic level (words)
• Conceptual level (word and sentence meaning)
• Situational level (text integrated with general
  knowledge)

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Construction-Integration Model Kintsch

• Two primary cognitive processes are used to
  construct the representations
• Construction Text base is constructed from
  linguistic input and prior knowledge
• Integration Understanding of text is integrated
  into general knowledge base

15
Phonological-Core Variable Difference Model
Stanovich

• IQ discrepancy is inaccurate in identifying
  dyslexic readers
• Primary issue is a phonological processing
  deficit (awareness of and ability to hear and
  manipulate sounds within words)
• The Matthew Effect

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Latest ModelsParallel Distributed Processing
Model Rumelhart/McClelland

• All information is stored as a series of
  connections between units
• Connections between units become stronger and
  faster with repeated parings
• Four primary processors
• Orthographic letter recognition
• Meaning Vocabulary
• Phonological sound processing
• Context Meaning of text

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Dual-Route Cascaded Model Coltheart

• Two routes for word recognition
• Lexical route Familiar words read as a whole
• Sublexical route Used for letters/words that are
  unfamiliar to the reader

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Double-Deficit Hypothesis

• Explains the causes of reading disabilities
• Two deficits in
• Phonological skill
• Rapid naming skill
• Three types of reading disabilities
• Core deficit Phonological deficits
• Core deficit Rapid naming deficits
• Core deficit Double deficit