Neurocognitive Models of Information Processing and Knowledge Acquisition

Abstract

The quest for a comprehensive and systematic theory of human cognition is a long-established goal of psychology and the neurosciences. However, we are only beginning to acquire sufficient knowledge of brain functional neuroanatomy to comprehend the magnitude of the task, and begin to place some boundary conditions on theory building. The complexity of this quest becomes ever more apparent as additional insights are gained into the neuroanatomy and physiology of the brain. Recent advances in neurophysiology and current interdisciplinary research on neurocognitive processes may improve our understanding of some basic aspects of cognition. Cognition is defined here broadly as perception of sensory input, its transformation, integration into memory, and application during recall. The acquisition of knowledge in a form that enhances its stability in memory, facilitates application to new cognitive tasks, and provides a sound base for further learning is a significant aspect of human information processing. Our understanding of the cognitive processes mediating knowledge acquisition has improved substantially through the application of principles from cognitive psychology and information processing sciences. It is becoming increasingly clear that information acquisition is a dynamic process involving the active participation of the recipient whereby new information is linked to and accommodated within prior existing knowledge structures or schemata1 (Ausubel 1963; Kintsch 1974; Anderson 1976; Novak 1977).