Have you ever read something and instantly forgotten it? Or walked into a room and completely blanked on why you went in there? That’s your brain’s information processing system in action—and sometimes under pressure.
Information Processing Theory helps us understand how our brains take in, store, and use information. It’s like a computer: we input data, process it, and produce an output. But unlike a computer, our minds are much more quirky—and sometimes overloaded. Let’s break it down in simple terms.
1. What is Information Processing Theory?
This theory says that learning happens in stages, each involving a different part of our memory system. Just like a computer has a keyboard, RAM, and hard drive, we have:
- Sensory memory – what we notice with our senses (sight, sound, touch)
- Short-term (or working) memory – the mental space where we hold a small amount of information for a short time
- Long-term memory – where knowledge and skills are stored more permanently
When we learn something new, it starts with what we see or hear. If we pay attention, it moves into working memory. With enough practice or connection to what we already know, it gets stored in long-term memory.
2. The role of attention: The gatekeeper
Imagine your brain is a busy train station. Sensory memory is where all the trains arrive—sights, sounds, smells, everything! However, only the trains (information) you pay attention to get to stay on the platform and move to working memory.
This is why attention is so critical in learning. Students may “hear” a lesson, but that information doesn’t get very far if they’re daydreaming. Helping kids focus—by reducing distractions or making lessons more interesting—helps the brain hold on to what’s important.
3. Working memory: The brain’s sticky note
Working memory is like a sticky note in your brain. It’s where you hold information temporarily while using it. Think of doing a math problem in your head or following directions like: “First put the dishes away, then take the dog out.”
But this sticky note is tiny! It can only hold about 5–9 pieces of information at once—and only for around 15–30 seconds unless we keep thinking about it. That’s why long instructions or overloaded lessons can frustrate learners, especially those with learning difficulties.
Teachers and parents can help by:
- Breaking tasks into steps
- Using visuals to support instructions
- Repeating key points
- Giving students time to rehearse information
4. Encoding: Making learning stick
To get information from working memory into long-term memory, we need to encode it—that is, make it meaningful enough to stick.
There are many ways to do this:
- Rehearsal: repeating things over and over (“The capital of France is Paris… Paris… Paris…”)
- Elaboration: connecting new facts to what you already know (“France reminds me of croissants, and they eat croissants in Paris.”)
- Visualization: forming mental pictures
- Chunking: grouping information into chunks (like breaking a phone number into 3-3-4 digits)
Good learners often use several strategies together, sometimes without even realizing it. But these are all teachable skills!
5. Long-term memory: The learning library
Once something is encoded well, it moves into long-term memory. This is like your brain’s giant library. It stores:
- Facts (like spelling rules)
- Skills (like riding a bike)
- Personal experiences (like your last birthday)
The more organized and connected your “library” is, the easier it is to find and use information later. That’s why students who make connections between ideas tend to learn faster and remember more.
Long-term memory isn’t perfect, though. We forget things—especially if we don’t use them. So, reviewing, practicing, and using what we’ve learned helps keep those brain pathways strong.
6. Cognitive load: Don’t overload the system
Our brains can only juggle so much at once. This is where cognitive load comes in—it refers to how much mental effort is being used.
When students are trying to learn new material, solve a problem, and keep track of instructions all at once, their working memory can get overwhelmed. Learning slows down or even stops.
To help manage cognitive load:
- Keep instructions simple
- Build background knowledge before introducing new topics
- Use visual aids and examples
- Allow time for reflection and discussion
7. What does this mean for teaching and learning?
Understanding how the brain processes information helps us teach more effectively. Here are a few key takeaways:
- Capture attention first. No attention = no learning.
- Keep it clear and simple. Avoid overloading students.
- Use repetition and review. The more you activate information, the stronger the memory becomes.
- Link new ideas to prior knowledge. Brains love connections.
- Teach memory strategies. These help students become more independent learners.
Final thoughts
Information Processing Theory gives us a powerful lens for understanding how learning happens in the brain. It shows us that memory isn’t just about cramming facts—it’s about managing attention, building connections, and supporting the learner’s mental effort. When we understand the “how” of learning, we can make the “what” a whole lot easier.
Edublox offers cognitive training and live online tutoring to students with dyslexia, dysgraphia, dyscalculia, and other learning disabilities. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs.
- Memory Matters: How Information Processing Helps Us Learn was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years of experience in the learning disabilities field.
- Source: Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Education.
- Edublox is a proud member of the Institute for the Advancement of Cognitive Education (IACE), an organization dedicated to improving learning through cognitive education and mediated learning approaches.
