In cognitive phycology, the cognitive load theory divides the idea of cognitive load into three distinct types; extraneous, intrinsic, and germane. The theory is essential as it helps a person to develop a training design that minimizes the demands on learners working memory, and as such, enabling them to learn more efficiently (Abeysekera, 2015) . Cognitive dissonance can be caused by personal cognition, like the belief of individual values or the disparity between conflicting and harmonious or consonant information, thoughts, or actions.
Psychologists believe that adopting contemporary information processing theory helps develop a child's brain through maturational changes in necessary components of the mind. Information processing is a strategic theory in the topic as it has enabled me to understand what students and learners require to comprehend issues that can be of importance whenever we are learning a new topic or recapping an old argument (Hasson, 2015) . One of the aspects of the theory is forgetting, which is considered a process and can be detrimental to the learning capabilities of a student or learners.
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Forgetting is as a result of an alteration of memory in terms of how a person internalizes events through interpretations, emotions, and perceptions (Bellandi, 2018) . This can be a blow during teaching practices and also on the process of student learning. The method of forgetting does not have a significant effect on the learning capabilities of a student according to the trace decay theory (Ricker, 2016) . This means that although it can be considered as a detrimental process, forgetting enables students to create room for new ideas and reconcile the storage of old knowledge with further information. Therefore, the theory of contemporary information processing can be of importance for learners as it helps them develop a mind that can accommodate new ideas through the improvement of their learning memory.
References
Abeysekera, L. &. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale, and a call for research. Higher Education Research & Development, 34 (1), 1-14.
Bellandi, M. S. (2018). Learning, unlearning, and forgetting processes in industrial districts. Cambridge Journal of Economics, 42 (6), 1671-1685.
Hasson, U. C. (2015). Hierarchical process memory: memory as an integral component of information processing. Trends in cognitive sciences, 19 (6), 304-313.
Ricker, T. J. (2016). Decay theory of immediate memory: From Brown (1958) to today (2014). The Quarterly Journal of Experimental Psychology, 69 (10), 1969-1995.
