Cognitive processing. A stimulus is processed on its superficial and perceptual features instead of its meaning. It produces shorter lasting memory. See levels of processing model of memory; data driven process; bottom-up process.
What is shallow processing in psychology?
According to Craig and Lockhart (1972), shallow processing is the process of memorizing information only superficially without doing a deeper analysis or relating it to previously learned information. It frequently entails concentrating on the information's basic sensory characteristics or its organization, such as its appearance, sound, or layout, rather than its significance or relation to individual experiences.
Consider the following example to better understand shallow processing. If you were to participate in superficial processing, you may just repeat the phrases to yourself without taking into account their meaning or how they relate to one another. For example, imagine you are trying to memorize a list of random words, such as "apple, chair, dog, pencil, tree." This strategy is superficial and doesn't demand much thought.
In contrast, deep processing would involve trying to connect the words to each other or to other personal experiences. For example, you might picture an apple sitting on a chair or a dog chewing on a pencil under a tree. By elaborating on the material and making these connections, you engage in deeper analysis and create a more meaningful memory trace.
Shallow processing typically leads to weaker memory traces and reduced retention over time. This is because superficial encoding does not engage higher cognitive processes, such as elaboration, organization, and integration with existing knowledge, which are crucial for creating strong, durable memories. In contrast, deep processing fosters more elaborate and meaningful memory traces, leading to better long-term memory and recall performance.
Importance
Understanding the concept of shallow processing is important because it helps explain why some information is not retained well or for extended periods. Shallow processing can lead to weaker memory traces and increased forgetfulness. By recognizing the limitations of shallow processing, individuals can adopt strategies to improve learning and memory retention through deeper processing techniques.
What causes shallow processing?
Shallow processing can be caused by various factors, such as:
- Distractions: Attention-diverting factors in the environment can lead to shallow processing, as individuals may not be fully engaged with the information at hand (Lavie, Hirst, de Fockert, & Viding, 2004).
- Limited cognitive resources: Cognitive resources such as working memory capacity and attention can be limited, causing individuals to process information superficially due to an inability to allocate sufficient resources for deeper processing (Baddeley, 2003).
- Lack of motivation or interest: If individuals are not motivated or interested in the material they are learning, they may engage in shallow processing, focusing on surface features rather than investing effort in understanding the content (Pintrich & De Groot, 1990).
Shallow processing vs deep processing
We have the choice of how we want to interpret new information when it is presented to us. Shallow processing is the term for a degree of processing where the information is just superficially encoded. When reading a paragraph of text, for instance, we might merely pay attention to the specific words and their meanings without taking the whole context or implications into account.
Deep processing, on the other hand, takes a more thorough approach to information encoding. It demands that we interact with the information more deeply and thoughtfully, relating it to our prior learning and life experiences. It may be necessary to expand on the information, arrange it into a structure or framework, and incorporate it into our larger view of the universe.
Shallow processing may be adequate for simple activities, while deep processing is necessary for long-term retention and recall of complicated knowledge. We strengthen memory traces that are more likely to be kept in the long run by storing information in a more detailed and meaningful fashion. When we need to study and recall a lot of knowledge, like in academic or professional situations, this can be quite helpful.
Examples
- Reading a text without attempting to understand its meaning, focusing only on the appearance of the words and the structure of the sentences.
- Repeating a phone number aloud several times without trying to associate it with any meaningful context, such as an address or a person's name.
- Listening to a lecture or presentation without actively engaging with the content, concentrating instead on the speaker's voice or appearance.
References
Baddeley, A. Working memory: looking back and looking forward. Nat Rev Neurosci 4, 829–839 (2003). https://doi.org/10.1038/nrn1201
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X.Lavie, N., Hirst, A., de Fockert, J. W., & Viding, E. (2004). Load theory of selective attention and cognitive control. Journal of Experimental Psychology: General, 133(3), 339-354. DOI: 10.1037/0096-3445.133.3.339