Information Processing: Information processing is a cognitive theory that compares the human mind to computers and emphasizes how individuals acquire, store, retrieve, and use information. It involves various mental operations similar to computer data processing.    

Information processing theory emphasizes how individuals learn by acquiring, processing, storing, and retrieving information.    

Information processing is how humans receive information and pass it through different stages of learning.  This is similar to how plants retrieve sunlight and turn it into food to use later to emit oxygen. 
 

Sensory Memory: Sensory memory is a short-lived retention system that temporarily holds sensory information obtained through the five senses, such as visual or auditory stimuli. It acts as a quick but short-lived buffer for input on the fly.    

Teachers can design lessons that quickly capture attention and provide necessary information for further processing.    

Sensory memory is a short-lived way to catch the attention of someone and is similar to how certain plants will attract insects based because of their attention-grabbing scent. 
 

Automaticity: Automaticity is the ability to perform a task with minimal conscious effort or awareness. It develops through repeated practice, making certain activities automatic and requiring fewer cognitive resources.    

Through repeated practice, certain tasks become automatic, freeing up cognitive resources for more complex learning.    

Automaticity is something that comes automatically, kind of like when a bug falls into a Venus Fly Trap and it automatically closes. 
 

Working Memory: Working memory is a cognitive system responsible for temporarily holding and manipulating information required for immediate cognitive tasks. It plays a vital role in tasks involving quick processing and decision-making.    

Teachers can enhance learning by recognizing the limited capacity of working memory and providing manageable chunks of information.    

Just like working memory is a temporary holding space for information, plants act as temporary homes for a caterpillar’s chrysalis until they form into a butterfly and fly away.  
 

Chunking:  Chunking is a cognitive strategy that involves grouping or organizing information into meaningful units or "chunks." This helps improve memory and processing efficiency by managing large amounts of information in smaller, organized parts.    

Teachers can support effective learning by presenting information in a structured manner that promotes better understanding and memory retention.  

Just like chunking is a way to organize information into meaningful units, a leaf develops from a few cells that grow, divide, and differentiate (chunks) to form a complex organ that is precisely positioned relative to its neighbors (information/memory).
 

Long Term Memory:  Long-term memory is a storage system that holds information for long periods of time, allowing an individual to retrieve and build on past knowledge.    

Designing educational experiences that promote the transfer of information from working to long-term memory can enhance the depth and persistence of learning.    

Just like long-term memory stores information for long periods of time, the cactus holds water for long periods of time until it needs it in a drought. 
 

Explicit Memory:  Explicit memory involves the conscious recall of information, experiences, or events. Individuals consciously retrieve and recall explicit memories, making them aware of the stored information.    

Teachers can encourage explicit memory formation by incorporating strategies such as repetition, active participation, and clear presentation of key concepts.    

Just like explicit memory requires the conscious recall of information, we can all recall that plants soak in carbon dioxide and emit oxygen.  
 

Implicit Memory: Implicit memory is the unconscious or automatic retention of information without deliberate effort. It affects behavior and performance without the individual being aware of the stored memory.    

Teachers can leverage implicit memory in learning and enhance automatic responses by incorporating activities that promote skill development through repeated exposure and practice    

Just like implicit memory effects our actions without us really being aware, a plant’s roots also hold together soil and prevent erosion… something we do not realize they provide the world with.