What are the levels of processing theory?
Levels of processing theory is based on the concept that the way information is encoded in the brain influences the quality of memory for that information. Levels of processing theory argues against the idea that simple repetition alone will result in long-term retention of information. Instead, the theory suggests that information that is encoded at a deeper level, with meaningful associations, is more likely to be remembered.
Levels of Processing Theory
Simply put, levels of processing theory suggests that in the long term, repetition alone is not enough for long-term memory. Instead, information must be semantically encoded by associating it with other ideas and knowledge. This ensures that the information obtained is encoded at a deeper level, making it a more effective learning technique.
History of Levels of Processing Theory
Levels of processing theory was developed by Fergus Craik and Robert Lockhart in 1972 as an alternative to memory theories that hypothesized there were levels of sensory, working and long-term memory. Levels of processing theory focuses on the depth of processing involved in memory: the more deeply information is processed, the longer it will be remembered. The central idea is that incoming stimuli are subjected to a series of analyses, starting at shallow sensory levels and progressing to deeper and more complex abstract and semantic analysis.
Craik and Lockhart’s main theoretical assumptions are:
- The level or depth of processing of a stimulus has a significant impact on its memorability.
- Deeper levels of processing produce more elaborate, longer lasting and stronger memory traces.
Thus, rather than focusing on the memories or structures involved, the theory focuses on the levels of processing involved in memory.The theory uses a pyramid to show a “hierarchy” of different levels of processing.
A “hierarchy” of processing levels
Let’s discuss them one by one.
1 – Structural processing
Structural processing occurs when you encode the physical features of something. For example, noticing the color of written text or whether it is all uppercase. Structural processing involves taking in the color, size, shape, or physical form of a stimulus (information). This type of processing doesn’t require much thought; you simply encode the stimulus as it is.
2 – Phoneme Processing
Phonological processing is a bit more advanced than structural processing, but it’s still a shallow level of information processing. This occurs when you hear sounds. Imagine you’re looking at a list of words: cat, table, window, pencil. Then you’re asked which one rhymes with “label.” To answer correctly, you would have to read each word out loud in your head and count the syllables or compare them to the sounds of the word “label.” Although phonological processing is still thought of as just a shallow form of processing, it often has higher recall than visual processing.
3 – Semantic Processing
Among the processing levels, the deepest form of processing is semantic processing, which processes information with an understanding of the complete meaning of the word. To explain further, while structural processing encodes the font color of the word “label” and phonological processing encodes the sound of this word, semantic processing encodes the meaning of the label, how it relates to other words and objects around it, etc. This is because semantic processing is deeper than just physical appearance or auditory information and can therefore be better encoded.
Now that you understand how information processing theory works, you’re ready to incorporate it as a core subject in your corporate training programs. Read on.
Applying levels of processing theory to learning development programs.
Now it’s time to apply this method to corporate training. Here are three practical ways to put the psychology of this theory into practice in the workplace:
1 – Capture learners’ attention with sensory details
First, we know that we need to use sensory details to capture our audience’s attention. Also, since some of your audience members may have different sensory strengths (i.e. visual, auditory, literate, kinesthetic learners), you need to stimulate multiple senses throughout your training. Understanding how learners absorb knowledge, comprehend learning modules, and retain information will help you create an enriching learning culture that supports and engages learners without too much frustration.
Still confused? Read our blog on VARK for more information.
2 – Clarify key concepts
Just as you won’t remember every word of this article, your employees won’t remember all the information given to them in a training program. Therefore, re-emphasizing key concepts during the learning process is important because it helps reinforce the material. Just as listening to a song repeatedly helps you remember the lyrics, revisiting an idea helps it solidify.
This ensures that they understand the concept not just temporarily, but for the long term. Based on the repetitions, you can also ask participants to do active recall exercises – activities that put their new knowledge to use – by teaching what they learned to a colleague or by giving an internal presentation to the rest of their team. Moreover, each repetition will bring new insights and connections, making the learning experience richer and more comprehensive.
But to do that you need to be clear about your learning objectives. Read our blog on how to create learning objectives using Bloom’s Taxonomy.
3 – Encourage project-based learning opportunities
As mentioned earlier, repetition alone is not enough. Learners need to associate information with other ideas and knowledge to semantically encode it. To achieve this, you can introduce project-based learning in your L&D programs. Project-based learning is a key learning methodology that can be implemented. In this method, learners need to immerse themselves in a project related to a particular concept, investigate it and derive appropriate results. It’s like building a web of understanding where each new piece of knowledge links to existing knowledge, deepening comprehension and retention. Plus, it’s much more engaging and fun.
- Scenario-based learning can be developed that requires learners to apply knowledge to solve problems, including role-playing and simulations where they use what they have learned to address complex real-life situations.
- You can also incorporate gaming elements such as points, badges, levels and leaderboards into your projects, allowing learners to play conceptual games and simulations that help them understand, analyse and comprehend concepts and generate ideas.
- Adventure-based learning is another learning strategy that allows learners to directly participate in real-time learning practices such as industrial visits, implant training, outdoor educational activities, and group task completion activities.
That being said, this theory does have some limitations.
Limitations of Levels of Processing Theory
- This theory does not fully take into account the influence of the environment on memory. search.
- It overlooks the fact that some people are just naturally good at remembering things, regardless of how deeply they process the information.
- It has been stated that long-term memory is influenced by how deeply and clearly we process information, but it has not been clearly explained how these factors work together or which are most important.
- The role of attention in memory formation is not taken into account. To remember things well, it is important to be able to concentrate.
- The theory needs to explain in more detail why deep processing helps us remember things more effectively.
Nevertheless, when the learning goal is to bring about meaningful change in learners’ core understanding and handling of a particular topic, levels of processing theory is an effective approach. It promotes deep engagement with the learning material, resulting in long-term retention of learning and significant changes in learners’ skill sets and behaviors.
If you want to know more, check out this blog:
How Levels of Processing Theory Can Make E-Learning More Immersive
Infographic
The Benefits of Levels of Processing Theory in L&D
Knowledge check!
Frequently Asked Questions (FAQ)
Q: What are the levels of processing theory?
answer: Levels of processing theory is based on the concept that the way information is encoded in the brain influences the extent to which that information is remembered. Levels of processing theory suggests that information that is encoded at a deeper level, with meaningful associations, is more likely to be remembered.
Q: What is the Levels of Processing theory of learning?
answer: The three levels of processing are structural, phonological, and semantic processing.
Q: Who developed levels of processing theory?
answer: Levels of processing theory was developed by Fergus Craik and Robert Lockhart in 1972 as an alternative to memory theories that posit separate levels of sensory, working, and long-term memory.
