Paivios's dual coding theory
- 1. DUAL-CODING THEORY 1 EDU711- INSTRUCTIONAL TECHNOLOGY: THEORIES AND PRACTICES Haryanibinti MdNordin2018824006 NabilaHanisAbdul Samat2018617236
- 2. What is Dual-Coding theory? • Introduced by Allan Paivio in 1971. • a theory of cognition and how we think – uses the idea that the formation of mental images aids in learning.
- 3. 2 ways to expand on learned material: verbal associations and visual imagery.
- 4. • Our mind can store both verbal and image of the information (dual) at the same time and can remember when we retrieve either one of that. • This theory explains: we are easier to memorize words which represent concrete object, instead of abstract. • Remember the information easier by forming an image to represent it. • This theory has been tested on the experiment by Paivio and his colleagues (1969) on students of University of Western Ontario. • Result reported that students recalled more pairs of word which have concrete image, when the experimenter pronounce the first word as the pairs which have high imagery values.
- 7. TYPES OF CODES: b r a i n Used to mentally represent images. Used to form mental representations of words. Retain the main perceptual features of is being represented, so the images we form in our minds are highly similar to the physical stimuli. They represent something conceptually, and sometimes, arbitrarily, as opposed to perceptually. They are a near-exact representation of the physical stimuli we observe in our environment, such as trees and rivers (Sternberg, 2003). They represent information in our mind in the form of arbitrary symbols, like words and combinations of words, to represent several ideas. Each symbol (x, y, 1, 2, etc.) can arbitrarily represent something other than itself. ANALOGUE SYMBOLIC
- 8. IMPLICATIONS OF DCT • Literacy, • visual mnemonics, • idea generation, • interface design, • as well as the development of educational materials among • Also in cognitive sciences and computational cognitive modeling (in the form of dual process cognitive models and so on; e.g., Anderson, 2005; Just et al., 2004, Sun, 2002).
- 9. TIMELINES APPLICATIONS OF DUAL-CODING THEORY IN EDUCATION
- 11. COMIC / CARTOON STRIPS / STORYBOARDS
- 12. Note-taking & revision NOTE TAKING / REVISIONS
- 13. NOTE TAKING / REVISIONS
- 14. LIMITATIONS OF DCT • does not take into account the possibility of cognition being mediated by something other than words and images. • not enough research has been done to determine if words and images are the only we remember items, • and the theory would not hold true if another form of codes were discovered. • only valid for tests on which people are asked to focus on identifying how concepts related. If associations between a word and an image cannot be formed, it is much harder to remember and recall the word at a later point in time. ***Despite these, it is still valid over a wide range of circumstances and can be used to improve memory.
Editor's Notes
- #6: Visual and verbal information are processed differently and along distinct channels in the human mind, creating separate representations for information processed in each channel. The mental codes corresponding to these representations are used to organize incoming information that can be acted upon, stored, and retrieved for subsequent use. Both visual and verbal codes can be used when recalling information (Sternberg, 2003). For example, say a person has stored the stimulus concept "dog" as both the word 'dog' and as the image of a dog. When asked to recall the stimulus, the person can retrieve either the word or the image individually, or both simultaneously. If the word is recalled, the image of the dog is not lost and can still be retrieved at a later point in time. The ability to code a stimulus two different ways increases the chance of remembering that item compared to if the stimulus was only coded one way.