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In this article, we trace the evolution of punctuated equilibrium theories of the policy process to the development of a full theory of government information processing. Noting that punctuated equilibrium is one realization of a larger theory of government information processing, we outline a research agenda for the study of agenda setting, policy dynamics, and information flows in the policy process. In doing so, we relate the study of government information processing to such important features of American government as inter‐institutional dynamics and delegation in the policy process.

This paper analyzes the sources of ambivalence toward political parties and candidates. We propose and test an information‐processing theory of ambivalence in which systematic processing is hypothesized to heighten partisan and candidate ambivalence. We show that ambivalence is linked to several dispositional sources of systematic processing, including individuals' information, motivation, and cognitive style. Specifically, we find that ambivalence tends to be greater among the well informed and those who are high in need for cognition while it tends to be lower among those motivated by directional goals. Collectively, our results suggest that levels of partisan and candidate ambivalence are greatest among those most likely to engage in effortful processing of information and that these effects are independent of value conflict. The results further suggest that the effects of effortful processing on ambivalence are moderated by attitude commitment.

"Information Processing and Digitalization in Bureaucracies" published on by Oxford University Press.

Policy learning is an important concept in the study of policymaking, yet it is difficult to model and empirically estimate. Additionally, work on policy learning has not fully drawn from the work on information processing in the policy process. In this paper, I propose a model of policy learning that incorporates the Advocacy Coalition Framework's notion of policy‐oriented learning and the theory of disproportionate information processing within a Bayesian learning framework. Policy learning through Bayesian updating occurs as individuals adjust their prior beliefs in light of new information, and in the approach posited here, learning is a function of the strength of prior beliefs and the weight given to new information. Additionally, learning is thought to occur only when subsequent beliefs move in the direction of the information. Then, I demonstrate the policy learning model using public opinion data about Yucca Mountain, a proposed repository site for nuclear waste. Finally, I conclude with suggesting ways in which the policy learning model can be incorporated into current policy learning theories and frameworks.

Intro -- Preface -- About This Book -- References -- Contents -- Part ILearning, Memory and Education: Patterns and Connections -- 1 Learning and Memory in Modern Cognitive Psychology and Integrative Biology -- References -- 2 Modern Cognitive Psychology and Learning and Memory Processes -- References -- 3 Modern Integrative Biology and Learning and Memory Processes -- 3.1 Environmental Connectivity and Learning and Memory -- 3.2 Integrative Biology and Learning and Memory Pathways -- 3.3 Intrinsic Pathways, Emotions and Drives -- 3.4 Patterns of Connectivity in the Central Nervous System -- 3.5 Patterns of Environmental Connectivity and Information Processing Systems -- References -- 4 Connections Between Studies of Human Learning and Memory Processes in Modern Cognitive Psychology and Integrative Biology -- 4.1 Long-Term Memory -- 4.1.1 Long-Term Memory Processes -- 4.1.2 Memory Elements, Schemas and Pathways -- 4.1.3 Repetition, Automation and Neuronal Activation -- 4.2 Short-Term Memory and Working Memory -- 4.3 Attention and Working Memory -- 4.3.1 Information Processing Through Attention and Working Memory -- 4.3.2 Limitations on Attention and Working Memory -- References -- 5 Contributions of Modern Cognitive Psychology and Integrative Biology to Educational Theories and Practices -- 5.1 Educational Theory, Modern Cognitive Psychology and Environmental Context -- 5.2 Educational Theory, Integrative Biology and Environmental Context -- 5.3 Environmental Information Transmission, Intrinsic Networks and Educational Theory -- References -- Part IITowards a Broad-Based Research Framework for Education and Teaching -- 6 Placing Human Learning and Memory in a Broad Context -- 6.1 Learning, Memory and Connectivity in Organisms with a Centralised Nervous System -- 6.2 Learning and Memory in Organisms with a Non-centralised Nervous System.