Cognitive Information Processing and Self regulated Learning



Cognitive Information Processing (CIP)
CIP theory refers to information processing, applied to various theoretical perspectives dealing with the sequence and execution of cognitive events. It is the human mind’s activity of taking in, storing, and using information. The whole system is guided by control processes that determine how and when information will flow through the system. 

Stimuli from the environment (sights, sounds, smell, etc.) constantly bombard our body’s mechanisms for seeing, hearing, tasting, smelling, and feeling. Sensory memory is the initial processing that transforms these incoming stimuli into information so we can make sense of them.


Short-term memory: a limited-capacity memory system which is relatively longer. SS can keep track of 7 +/- items without external help.

There are several ways of holding more bits of information. For example 'Chunking' of information can lead to an increase in the short-term memory capacity.


Long-term memory: holds enormous amount of info for a long period of time. But not all info is retrieved easily from long-term memory. 

Long-term memory has two parts: semantic memory and episodic memory. Episodic memory: These are your long-term memories of specific events, such as what you did yesterday or your high school graduation. (YOUR OWN EXPERIENCES) Semantic memory: These are memories of facts, concepts, names, and other general knowledge information.

The information processing theory focuses on the idea that humans process the information they receive from the environment, in the manner of a computer, rather than merely responding to stimuli. The student's brain brings information in, manipulates it, and stores it ready for future use.





Self regulated Learning



"Self-regulated" describes a process of taking control of and evaluating one's own learning and behavior. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”.

Self regulated learners; monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement and they are cognizant of their academic strengths and weaknesses.


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