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[Information processing (IP)] - Coggle Diagram
[Information processing (IP)]
Core Assumptions
Learners move from
controlled
to
automatic
processing
Human attention is limited
Skills are built from simpler components
Learning involves
restructuring
mental representations
Learning language = learning a complex cognitive skill
Three Main Stages
Input
Exposure to L2 (second language)
Must be noticed to become intake
Influenced by:
Frequency
Saliency
Instructional strategies
Learner readiness
Task demands
Central Processing
Where learning happens
Transition from:
Declarative → Procedural knowledge
Controlled → Automatic processing
Involves
restructuring:
Increased efficiency
Faster response time
Integration of new patterns
Output
Benefits
Enhances fluency
Reveals knowledge gaps
Tests hypotheses
Encourages metalinguistic reflection
Language production (speaking, writing)
Key Concepts
Restructuring: Reorganization of mental representations; leads to qualitative changes
U-shaped Development: Learners may regress before progressing (e.g., “feet” → “foots” → “feet”)
Automatic Processing: Effortless, fast, and efficient; result of practice
Controlled Processing: Requires attention and effort; used in early learning stages
Related Models
Processability Theory: Learners acquire grammatical structures in a predictable order
Competition Model: Language learning involves mapping form to function using cues
Multidimensional Model: Acquisition follows a developmental sequence based on processing constraints