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Dual Coding Theory E Langhorst


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Dual Coding Theory E Langhorst

  1. 1. 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
  2. 2. Allan Paivio <ul><li>Born December 1, 1941 </li></ul><ul><li>Professor of Psychology at University of Western Ontario </li></ul><ul><li>Author of Dual Coding Theory </li></ul>
  3. 3. Origins of Theory <ul><li>Paivio had subjects recall a list of words and a list of pictures </li></ul><ul><li>Pictures and words were recalled in a different order </li></ul><ul><li>Theory we process information in two separate channels </li></ul>
  4. 4. Audio Channel Visual Channel
  5. 5. Dual Coding Theory <ul><li>Theory of cognition which states both visual and verbal information is processed separately </li></ul>
  6. 6. Example <ul><li>Watching a television show with video footage of a rainforest while describing how the ecosystem works </li></ul>
  7. 7. Anderson & Bower (1973) <ul><li>Verbal information can be enhanced when paired with a visual image, real or imagined. </li></ul>
  8. 8. Stone & Glock (1981) <ul><li>College students were given written assembly instruction </li></ul><ul><li>Fewer errors when shown pictures with text </li></ul>
  9. 9. Levie & Lentz (1982) <ul><li>Children learned more from text that was presented with illustrations </li></ul><ul><li>Learning increased by one-third with illustrations </li></ul>
  10. 10. Mayer & Sims (1994) <ul><li>Multimedia can be effective when used for education but only if used in appropriate ways </li></ul>OR X
  11. 11. Idea #1 <ul><li>Use words and pictures rather than just words alone </li></ul>TEXT
  12. 12. Idea #2 <ul><li>Present pictures and corresponding words or narrations close together in space or time </li></ul>TEXT TEXT TEXT TEXT TEXT
  13. 13. Idea #3 <ul><li>Minimize irrelevant details </li></ul><ul><li>only display the most important information </li></ul>
  14. 14. Idea #4 <ul><li>Present words as speech rather than on-screen text </li></ul>
  15. 15. Implications <ul><li>Incorporating the dual coding theory with the proper technology can make the educational process more powerful </li></ul>
  16. 16. References <ul><li>Anderson, J. R., & Bower, G. H. (1973). Human associative memory. Washington, DC: Winston. </li></ul><ul><li>Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 26 , 233-243. </li></ul><ul><li>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. </li></ul><ul><li>Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45 , 255-287. </li></ul><ul><li>Stone, D., & Glock, M. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73 , 419-426. </li></ul>