Describe how infants process information according to information processing approaches to cognitive development. Information processing approaches to the study of cognitive development seek to learn how individuals receive, organize, store, and retrieve information. Such approaches differ from Piaget's by considering quantitative changes in children's abilities to process information.

The journey of learning and thinking for infants begins at birth, as they are thrust into a world brimming with stimuli. Cognitive development is essentially how infants grow to understand their environment using mental processes. This growth isn't merely about gathering more data — it's about enhancing the quality of information processing, much like a computer upgrading its hardware to run more advanced software.

In other words, when we discuss cognitive development in infants, we're examining how their ability to think, explore, and solve problems improves over time. Unlike Piaget’s theory, which emphasizes stages of qualitative changes, the information processing approach looks at the incremental, measurable enhancements in an infant's ability to handle information — from discerning a caregiver's face to piecing together the mechanics of crawling.

Picture an infant's first experiences — a symphony of sights, sounds, and textures. This myriad of sensory input is the bedrock of their early learning. Sensory reception refers to how infants take in information through their senses: eyes scanning the room, ears picking up lullabies, or tiny fingers grappling with a soft toy.

Each of these sensory experiences is like a jigsaw puzzle piece, crucial for building up their understanding of the world. During their earliest months, infants tend to favor high-contrast patterns and familiar faces, showing a preference for visual stimuli that will later help with more complex perception tasks. This raw data collected from their environment is the first step in a complex process leading to cognitive growth.

As infants interact with the world, they are not just passively observing — they are storing away information for later use. Memory storage in infants can be likened to saving data on a computer; some information might be readily accessible while other files may take longer to retrieve.

Initially, infants store memories for short durations, but as neurological connections strengthen, their capacity for storage increases. This is observable when infants begin to remember and anticipate routines, such as bath time or feeding sessions. Their ability to form longer-lasting memories is essential for later achievements in language, problem-solving, and social interaction. Furthermore, this storage is not just about holding onto memories longer, but also about organizing them efficiently, setting the stage for more complex cognitive functions.

Think of the glee on a baby's face when they recognize a favorite toy — that's information retrieval in action. It's not just about bringing forth a memory, but doing so in a context that makes sense. In infancy, retrieving information may come naturally through reflexive responses or through recognition, and it's more about familiarity than conscious recall.

For instance, an infant might not articulate a memory of their mother's face, but they show signs of recognition and comfort in her presence. Over time, as neural pathways are exercised and reinforced, the retrieval process becomes more intricate, allowing for intentional recall and even the beginning steps of logical thinking. This foundational ability to access stored information is critical for all future learning endeavors.