learning_theories:dual_coding_theory
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learning_theories:dual_coding_theory [2011/06/21 13:17] jpetrovic [Bibliography] |
learning_theories:dual_coding_theory [2011/06/21 14:39] jpetrovic [General] |
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| ===== General ===== | ===== General ===== | ||
| - | Dual coding is a theory of cognition introduced by [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio]] in late 1960s. This theory suggests **two distinct subsystems** contributing to cognition: one is specialized **for language** and verbal information, and the other **for images** and non-verbal information. | + | Dual coding is a theory of cognition introduced by [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio]] in late 1960s. This theory suggests that there are **two distinct subsystems** contributing to cognition: one is specialized **for language** and verbal information, and the other **for images** and non-verbal information. According to Pavio, |
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| + | * "//Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events.//"(([[http://expresslanka-ebook.blogspot.com/2011/02/mental-representations-dual-coding.html|Paivio, Allan. Mental Representations: A Dual Coding Approach. Oxford University Press, 1990.]])) | ||
| ===== What is dual coding theory? ===== | ===== What is dual coding theory? ===== | ||
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| ===== What is the practical meaning of dual coding theory? ===== | ===== What is the practical meaning of dual coding theory? ===== | ||
| - | Dual coding theory suggests that combining verbal and graphical material in learning (or just encouraging students to generate appropriate mental images) should increase the probability that words will activate corresponding images and vice-versa. This also means that learning material will be easier to relate if it is less abstract. | + | Dual coding theory suggests that combining verbal and graphical material in learning (or just encouraging students to generate appropriate mental images) should increase the probability that words will activate corresponding images and vice-versa. |
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| + | This also means that learning material will be easier to relate if it is less abstract. | ||
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| + | * "//... concrete nouns are superior to abstract nouns in their capacity to elicit sensory images, and that imagery can mediate the formation of an associative connection between members of a pair.//"(([[http://www.sciencedirect.com/science/article/pii/S0022537165800640|Paivio, Allan. Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior 4, no. 1: 32-38. February 1965.]])) | ||
| Pavio also addresses individual differences in tendency and capacity to use imagery: | Pavio also addresses individual differences in tendency and capacity to use imagery: | ||
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| ===== Bibliography ===== | ===== Bibliography ===== | ||
| - | Paivio, Allan. Mental Representations: A Dual Coding Approach. Oxford University Press, 1990. | + | [[http://expresslanka-ebook.blogspot.com/2011/02/mental-representations-dual-coding.html|Paivio, Allan. Mental Representations: A Dual Coding Approach. Oxford University Press, 1990.]] |
learning_theories/dual_coding_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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