In these opening sections to Chapter 3, “Cognitive Information Processing,” Driscoll—by way of some illustrative scenario-based examples (pp. 72-77)—provides an “Overview of the Information-Processing System” (p. 74), outlining both “The Stages of Information Processing” (p. 74) and the “The Flow of Information During Learning” (pp. 76-77).
Driscoll contextualizes his overview by describing the development of Cognitive Information Processing (CIP) in the field of psychology—wherein, following developments in computer science/technology after WWI, “the computer metaphor adopted for conceptualizing cognition” (p. 74).
“Most models of information processing,” Driscoll notes, “can be traced to Atkinson and Shiffrin…, who proposed a multistore, multistage theory of memory.
That is, from the time information is received by the processing system, it undergoes a series of transformations until it can be permanently stored in memory” (p. 74). “This flow of information,” Driscoll continues, is generally thought to be a “memory system” comprised of “three basic stages”—“sensory memory, short-term memory, and long-term memory”—“along with the processes assumed to be responsible for transferring information from one stage to the next (p. 74)”