Dual Coding Theory: Presented by Mark Storelli

What is Dual Coding Theory?

Dual Coding Theory is the synergy of verbal and imagery based learning which focuses on the influential power of mental imagery in relation to memory. Allan Paivio conjoined these two together in 1971 (Culatta, 2015). Here is an explanation from Stanford:

"Paivio proposes that the human mind operates with two distinct classes of mental representation (or “codes”), verbal representations and mental images, and that human memory thus comprises two functionally independent (although interacting) systems or stores, verbal memory and image memory. Imagery potentiates recall of verbal material because when a word evokes an associated image (either spontaneously, or through deliberate effort) two separate but linked memory traces are laid down, one in each of the memory stores. Obviously the chances that a memory will be retained and retrieved are much greater if it is stored in two distinct functional locations rather than in just one." (Thomas, 2013)

The theories roots can be traced back to giants of philosophy and psychology from Plato and Aristotle to John Dewey and Immanuel Kant (Sadowski, 2009) . Conjoining the different schools of thought brings the strengths of both of them together. It is a theory that, "...assumes that cognition involves the activity of tow qualitatively different mental codes, a verbal code specialized for dealing with language in all its forms and a nonverbal code specialized for dealing with non-linguistic objects and events in the form of mental images" (Sadoksi, 2009). The educational application for this that has caused positive progress is in the area of literacy. When applied students increase their, "...decoding, comprehension, response in reading, written composition, and spelling..." (Sadoski, 2009).

Teachers Role:

The teacher must start with a pedagogy that is student-centered. Dual Coding requires the teacher to actively create imagery for the students. This can mean the use of realia or manipulates, specific words, auditory sounds or recordings, and non-verbal images (Magana, 2016). This is an all of the above approach realizing that students will remember when they can learn when they have both verbal representations and mental images. An mini-lecture and activity would be a great place for a teacher to use Dual Coding Theory. This would happen by having a Google Slide Presentation that includes images and an activity that has students use manipulatives.

Students Roles:

Students will actively take notes using the Cornell Notes method during the mini-lecutre. During the group activity students will be looking at primary sources that describe the Berlin Wall. They will read it out-loud together. As students are doing this I will circulate the classroom handing the students my piece of the Berlin Wall.

Visual Representation:

(Paivio, 2015)

Cognitivism Learning Theory and Dual Coding Theory

Dual Coding Theory is under the umbrella of the cognitive theory in that it relates to the "brain's ability to process information and transfer learning from short to long-term memory..." (Overview of Major Learning Theories). It is breaking down how students learn information and connect it to background knowledge or images and then create a new connection that will last using both verbal and non-verbal modalities. By making connections to both the memory is more easily accessed.

Related Websites:

Insturctional Design.org: http://www.instructionaldesign.org/theories/dual-coding.html

education.com: http://www.education.com/reference/article/dual-coding-theory/

Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/entries/mental-imagery/theories-memory.html

References

Culatta, R. (2015). Dual Coding Theory (Allan Paivio). Retrieved August 14, 2016, from http://www.instructionaldesign.org/theories/dual­coding.html

Harasim, L. M. (2012). Learning Theory and Online Technologies. New York, NY: Routledge. Pages: 46­58

Magna, A. J., Ph.D. (2016, February 22). Advanced Learning Theories. Retrieved
August/September, 2016, from http://hpcg.purdue.edu/bbenes/classes/CGT581­007/lectures/CGT 581­007­06 AdvancedLearningTheories_admagana2016.pdf Power Point Presentation

Sadoski, M. (2009, December/January). Dual Coding Theory. Retrieved August 14, 2016, from http://www.education.com/reference/article/dual­coding­theory/

Thomas, N. J. (2014). Dual Coding and Common Coding Theories of Memory. Retrieved August 14, 2016, from http://plato.stanford.edu/entries/mental­imagery/theories­memory.html