Allan Paivio and Dual Coding Theory Eric Langhorst – Walden University – EdD Student – September 2009 EDUC – 8140 – 7 - “Leadership for Today’s Schools” Instructor – Jerita Whaley

Allan Paivio Born December 1, 1941 Professor of Psychology at University of Western Ontario Author of Dual Coding Theory

Born December 1, 1941

Professor of Psychology at University of Western Ontario

Author of Dual Coding Theory

Origins of Theory Paivio had subjects recall a list of words and a list of pictures Pictures and words were recalled in a different order Theory we process information in two separate channels

Paivio had subjects recall a list of words and a list of pictures

Pictures and words were recalled in a different order

Theory we process information in two separate channels

Audio Channel Visual Channel

Dual Coding Theory Theory of cognition which states both visual and verbal information is processed separately

Theory of cognition which states both visual and verbal information is processed separately

Example Watching a television show with video footage of a rainforest while describing how the ecosystem works

Watching a television show with video footage of a rainforest while describing how the ecosystem works

Anderson & Bower (1973) Verbal information can be enhanced when paired with a visual image, real or imagined.

Verbal information can be enhanced when paired with a visual image, real or imagined.

Stone & Glock (1981) College students were given written assembly instruction Fewer errors when shown pictures with text

College students were given written assembly instruction

Fewer errors when shown pictures with text

Levie & Lentz (1982) Children learned more from text that was presented with illustrations Learning increased by one-third with illustrations

Children learned more from text that was presented with illustrations

Learning increased by one-third with illustrations

Mayer & Sims (1994) Multimedia can be effective when used for education but only if used in appropriate ways OR X

Multimedia can be effective when used for education but only if used in appropriate ways

Idea #1 Use words and pictures rather than just words alone TEXT

Use words and pictures rather than just words alone

Idea #2 Present pictures and corresponding words or narrations close together in space or time TEXT TEXT TEXT TEXT TEXT

Present pictures and corresponding words or narrations close together in space or time

Idea #3 Minimize irrelevant details only display the most important information

Minimize irrelevant details

only display the most important information

Idea #4 Present words as speech rather than on-screen text

Present words as speech rather than on-screen text

Implications Incorporating the dual coding theory with the proper technology can make the educational process more powerful

Incorporating the dual coding theory with the proper technology can make the educational process more powerful

References Anderson, J. R., & Bower, G. H. (1973). Human associative memory. Washington, DC: Winston. Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 26 , 233-243. Mayer, R. E., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86 (3), 389-401. Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45 , 255-287. Stone, D., & Glock, M. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73 , 419-426.

Anderson, J. R., & Bower, G. H. (1973). Human associative memory. Washington, DC: Winston.

Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 26 , 233-243.

Mayer, R. E., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86 (3), 389-401.

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45 , 255-287.

Stone, D., & Glock, M. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73 , 419-426.