Application of Cognitive Information Processing Principles on the Educational Programs for the Disabilities

Application of Cognitive Information Processing Principles on the Educational Programs for the Disabilities

Research on instIuction 따e centered on understanding and improving the process of instIuction that informs designers on how to develop effective, efficient, and atσactive instnIction. InstnIctional activities for the disabilities require more attention than for normal students. Major issues in designing instnIction for educating the disabilities should be focused on how to process information to existing cognitive structures and how to provide processing aids in comprehension and problem solving within the limit of cognitive load. Discussion was made on the definition of the different types of memory storage, the processing limitations, encoding and reσieval information of short-term memory and long-term memory. Early information processing models focused on the concept of storage, the transfer of information among storages and limitations of channel capacity. The model describes how information is encoded, retained and retrieved in memory. According to the model, human memory is sustained over time and consists of two stages, encoding and reσieval. Application of the research results on the cognitive information processing and representation of the knowledge were presented. In addition, several issues of cognitive information processing for computer programs for the disabilities are discussed. Issues discussed are feedback, learning style, learner control, simulation, multimedia, and motivation