提取信息能够让学习者在回忆中重获信息，这 样，信息就能够在适当地环境中所使用。
Stage Model of Information Processing 信息加工模式阶段
Feedback（反馈） from an information-processing perspective, then, servers two functions during learning. First, it provides the learner with knowledge about the correctness of his or her response or the adequacy of his or her performance. Although this knowledge is certainly important during learning, it is not sufficient （满足）for correcting misconceptions or other errors in performance. The second function of feedback therefore is to provide corrective information to the learner that can be used to modify performance. In essence（本质）, feedback completes a learning cycle in which the feedback can be used to continually modify （修改）what is stored in memory and used to guide performance. 本质上，反馈实现了学习的循环，因为反馈能够不断的 修改那些储存在记忆中的信息并且用于指导实践。
翻译：
与行为主义学习理论不同的地方在于：它是基 于学习者内在的加工过程的假设去解释学习的。 二战之后计算机的出现，为思考学习提供了一 个具体的方法，并为早期在记忆、感知和学习 方面的工作提供了一个一致性的结构框架。刺 激作为输入部分，行为既是学习者的输出部分。
在输入和输出之间，信息得到了多层级的加工 处理和建构，记忆储存理论也被认为是信息加 工理论的基本原理。
Compared with behavioral theory

Like behavioral theory, information processing theory(信息加工理 论） regards the environment as playing an important role in learning.（如同行为主义学习理论一样，信息加工理论认为环境在 学习中起了非常重要的作用） Where information processing theory differs from behavioral theory, however, is in its assumption of internal processes within the learner that explain learning. The birth of computers after World Ⅱ provided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception, and learning. Stimuli（刺激） became inputs, behavior became outputs. And what happened in between was conceived of as information processing proposed a multistage, multistore （储存）theory of memory that is generally regarded as the basis for information-processing theory.
With sensory memory, learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns. Short-term memory permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information that is already in long-term memory. Finally, long-term memory enables the learner to remember and apply information long after it was originally learned.

•Stage Model of Information Processing 信息加工模式阶段

除了信息的接受阶段之外，信息还被加工 （如注意）、编码和提取，这些都被看作是信 息为以后的回忆及使用所做的接受、转变和储 存。例如，那些没有关注信息的学习者绝对不 会首先接受并学习信息的。为了在学习中更有 影响力，关注必须是有指导的，这样学习者才 会留意那些特别方面的同时需要学习的信息。 同样地，编码过程为学习者提供地个人原有知 识和新信息之间建立联系地一种方法。最后，
•Sensory Short-term Long-term 感觉记忆 短时记忆 长时记忆

Three memory systems in the learner (sensory, short-term, and long-term memory) are assumed to receive information from the environment and transform it for storage（储存） and use in memory and performance (Figure 4.3.1).学习者的三种记忆类型（感觉记忆、短时 记忆、长时记忆）被认为是接受外在环境信息和， 并为储存信息和以后在记忆执行中使用它进行一 定的转换。
•Stage Model of Information Processing 信息加工模式阶段

In addition to stages through which information passes, processes such as attention, encoding, and retrieval are hypothesized（看作）to act on information as it is received, transformed, and stored for later recall（转变） and use. For instance, learners who fail to pay attention will never received the information to be learned To be most influential on learning, attention must often be directed so that learners heed specific aspects of the information they are being asked to learn. Similarly, the process of encoding provides a means for learners to make personally meaningful connections between new information and their prior knowledge. Finally, retrieval enables learners to recall information from memory so that it can be applied in an appropriate context.
感觉记忆中，学习者认识到环境中有组织的模式图案，并对其进 行认识了译码。短时记忆中，学习者能够短时的保持信息并做进
一步的了解，同时与头脑中以后的长时间÷记忆的信息进行联系。 最后，长时记忆中学习者在信息最初形成记忆后很长时间再回想 起来并利用信息。
感觉刺激
长时记忆
外界刺激
开始 过程 重复
检索
细化编码 过程
翻译：
除了改变我们关于反馈的观念外，信息 加工理论把我们的焦点转向与关于学习方 面的各种各样的教学特征、如何更容易的 进行教学和阻值信息的处理上。它进一步 强调在新知识的学习中的任务学习。例如， 一个学习者已经了解很多关于教学方面的 知识，就可以要求他能够留意很多提示， 这些提示将有利于他更好的接受任何新的 信息。然而，对于一个只有很少原有知识 的学习者，我们只要求他能够在已有知识 和即将要求去学习的知识做很少的联系就 可以了。
Stage Model of Information Processing 信息加工模式阶段

In addition to changing our conception of feedback, information-processing theory shifted （转向）our focus to various attributes （特征）of instruction and how they can facilitate or impede information processing and thereby learning. It also put increased emphasis on the role knowledge in learning new knowledge and skills. For instance, a learner who already knows a good deal about the topic of instruction can call to mind many cues that will be helpful in processing whatever information is new. A learner with little prior knowledge, however, can make few connections between what is already known and what he or she is being asked to learn.