Dual coding theory proposes that there are two separate channels for processing information - a verbal system that handles language and a nonverbal system specialized for visual and spatial processing. Information can be coded verbally as words or nonverbally as mental images. These coding systems operate independently but are interconnected, allowing information to be represented and retrieved through both verbal and nonverbal codes. Dual coding theory suggests that combining words and images leads to better memory than relying on just one code alone.
Types of Assessment Maximum and Typical performanceHadeeqaTanveer
Measure the individual's ability to perform effectively under standard conditions.
▪ Determines person’s abilities and how well an individual perform when motivated to obtain high score as possible.
TYPICAL PERFORMANCE
Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
▪ An individual's performance is assessed according to a given situation.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
This is an introduction to theories based on cognitivism as a an underlying learning theory with ideas of how teachers could adopt these in a teaching context.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Types of Assessment Maximum and Typical performanceHadeeqaTanveer
Measure the individual's ability to perform effectively under standard conditions.
▪ Determines person’s abilities and how well an individual perform when motivated to obtain high score as possible.
TYPICAL PERFORMANCE
Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
▪ An individual's performance is assessed according to a given situation.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
This is an introduction to theories based on cognitivism as a an underlying learning theory with ideas of how teachers could adopt these in a teaching context.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
MODULE 2.1 Alice B.Keeping in mind characteristics of mirror n.docxannandleola
MODULE 2.1 Alice B.
Keeping in mind characteristics of mirror neurons, consider how imagery and cognitive mapping extend to areas that concern language and experience that do not have a spatial or vision aspect. Do imagery and cognitive mapping advance memory in these areas?
Cognitive mapping is a term that can be used to refer to the representation of experience, while mental imagery can be characterized as a form of experience (Aguirrea & Esposito, 1999). Most often the imagery experience can be understood by the subjects, for example, echoes. Thus, imagery has commonly been associated and believed to play a significant role in motivation and memory (Aguirrea & Esposito, 1999). According to Aguirrea and Esposito (1999), psychologists often believe that imagery and cognitive mapping has a central involvement in spatial reasoning and even creative thinking. Moreover, it plays a vital role in all the thoughts processes, thus, providing a semantic basis for language, and that the imagery experience is deeply entrenched in the language memory. The spatial representation memory may rely on various sources for information, which also includes the language. Representation and cognitive mapping are related to the human sense. This suggests that the most sensory modes for the storage of the mental representation the more likely one would remember, inferring that images are stored in the memory of an individual (Allen& Barwise, 1996). According to Allen and Barwise (1996), these models have cognitive connectors that can be used to make a relationship between the pictures and the information held in the long-term memory.
Aguirre, G., K. and Esposito, M. (1999). Topographical disorientation: A synthesis and taxonomy. Brain, 122, 1613-1628.
Allen, G. and Barwise, J. Editors (1996). Logical reasoning with diagram. Oxford: Oxford University Press.
Deborah Hill
1 posts
Re:Module 2 DQ 1
Keeping in mind characteristics of mirror neurons, consider how imagery and cognitive mapping extend to areas that concern language and experience that do not have a spatial or vision aspect. Do imagery and cognitive mapping advance memory in these areas? Why or why not?
Mirror neurons are visual motor response neurons that serve the cognitive process and learning through imitation. These neurons activate stimulus reactions that produce the same reaction when individuals perform an action or are exposed to behaviors produced by others (Goldstein, 2011). For instance, infants learn how to clap their hands through watching the movements of their parents, such as playing "Patty Cake" that teaches communications through movements as they follow jestures such as waving goodbye and smiling. Researchers contend that cognitive neuroscience is the foundation of learning (Lacoste-Badie, Droulers, 2014).
Information processing not only rely upon what one sees, but what individuals do not see according studies related to the cogenitally blind. Results from studies demonstrate ho ...
What is cognitive psychology , it's domain’s..cognition in the renaissance and beyond and cognitive psychology as it is today ..an easy description to understand
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. NAME: Shendkar Rupali P.
COURSE NO: 103
Teaching and Learning
UNIT: Dual coding theory
3. General Information
Dual coding is a theory of cognition
introduced by Allan Paivio 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 Paivio,
“Human cognition is unique in that it has
become specialized for dealing simultaneously
with language and with nonverbal objects and
events.”1)
5. Dual code theory
● “The most general assumption in dual coding theory is
that there are two classes of phenomena handled
cognitively by separate subsystems, one specialized for
the representation and processing of information
concerning nonverbal objects and events, the other
specialized for dealing with language.”2)
6. Dual code theory
The two mentioned kinds of processing systems, verbal and non-
verbal are functionally and structurally independent.
This means that each of them can work independently of the other one
and that they work on different kinds of representational units.
Representational units are “relatively stable long-term information
corresponding to perceptually identifiable objects and activities, both
verbal and nonverbal.”.3)
7. : Dual code theory
3) They are divided into:
logogens, referring to verbal entities (spoken or written
words) and organized in terms of associations and
hierarchies, and
imagens, referring to mental images and non-verbal
entities and organized in terms of part-whole
relationships.
For example, a written or spoken word will be processed
using the verbal processor and stored as a verbal
representation - logogen, but a sound not related to
language will be processed by the non-verbal processor
and stored as a non-verbal representation -
imagen.Novak and Cañas (2006) also made
8. Dual code theory
Logogens and imagens are connected with two kinds of connections:
Referential connections, which represent links between logogens and
imagens.
Referential connections enable performing operations like
imaging to words and naming to pictures or images to words.
For example, associations of an image of a school building or an
unpleasant feeling (both non-verbal entities) elicited by the word
school (a verbal entity).
9. : Dual code theory
Logogens and imagens are connected with two kinds of connections:
Associative connections, which represent connections between
logogens or between imagens. Associative connections on the other
hand enable forming verbal-verbal or non-verbal-non-verbal
associations. For example, the word school can elicit verbal entities
blackboard, or boredom.
Both referential and associative types of connections help forming the
complex networks of human memory.
Paivio also refers to the issue of problem-solving. Problem-solving is,
according to Pavio, the result of joined work of both verbal and non-
verbal processing, but if the task is more concrete and non-verbal, the
contribution of non-verbal processing system will be more crucial to
the outcome and vice-versa.
10. : Dual code theory
Dual coding theory is a general theory of cognition and mind. It
originated in the 1960s to explain the powerful effects that
mental imagery has on memory, and it has been extended since
to account for increasingly more mental phenomena.
Dual coding theory has inspired much research and debate in
psychology, and it has played a major role in stimulating a
modern resurgence of interest in mental imagery and its role in
mind.
It has been described as “one of the most influential theories of
cognition this century” (Marks, 1997). It has been directly
applied to education in several fields.
The major volumes that detail the theory, its extensions, and its
empirical base are Paivio (1971, 1986, 1991, 2007), Paivio and Begg
(1981), and Sadoski and Paivio (2001).
11. : Dual code theory
Dual coding theory is sometimes referred to as a theory of mental
imagery, particularly visual imagery. However, the theory is more
than that. From an historical perspective, it is the first systematic,
scientific attempt to bridge two traditions in philosophy and
psychology: the imagery tradition and the verbal tradition.
The imagery tradition can be traced to the emphasis on concrete
experience and thought in Aristotle, the Renaissance educators'
slogan of “things not words,” the pragmatism of George Herbert
Mead and John Dewey, and aspects of the cognitive revolution in
modern psychology.
The verbal tradition emphasized the abstract and can be traced to
the idealist philosophy of Plato, Peter Ramus's epitome of linear
verbal organization, Immanuel Kant's transcendental idealism, and
the exclusive emphasis on language in behav-iorist psychology. The
historical tension between these traditions is recounted in Yates
(1966), Carruthers (1993), Paivio (1971, 2007), and Sadoski and
Paivio (2001). The implications of bridging these two traditions are
far reaching but remain controversial in the early 2000s
12. Basic principles of Dual code theory
The core ideas of dual coding theory can be stated succinctly:
The theory assumes that cognition involves the activity
of two qualitatively different mental codes, a verbal code
specialized for dealing with language in all its forms and a
nonverbal code specialized for dealing with nonlinguistic objects
and events in the form of mental images.
These coding systems are separate but interconnected so that
they can operate independently, in parallel, or through their
interconnections.
The linguistic, or verbal, code dominates in some tasks, the
nonverbal code dominates in others, and both systems are
frequently used together.
The great diversity and flexibility of cognition all comes from
activity within and between these codes. No deeper, abstract
code is assumed.
13. Basic principles of Dual code theory
Dual coding theory is based on the common assumption of a
continuity between perception and memory.
External experiences occur through the stimulation of people's
senses and are encoded in memory traces that retain some of
their original, concrete qualities as words and things.
The theory is, therefore, multimodal because both verbal and
nonverbal experiences can occur in different sense modalities,
including vision, hearing, and touch (Braille) in the case of
language, and all five senses in the case of mental images.
Theories of working memory that propose different, modality-
specific memory stores are generally consistent with dual coding
theory.
For example, the working memory theory of Baddeley and
Hitch (1974) proposes a phonological loop for rehearsing inner
speech and a visuospatial sketchpad for manipulating visual
images.
14. Basic principles of Dual code theory
Dual coding theory also assumes innate contributions
to cognition and individual differences because all
human nature is the product of the interaction of
genes and the environment.
More layers of complexity are built on these basic
assumptions, including accounts of meaning, memory,
knowledge organization, and learning.
One direct implication of the theory is that pictures or
concrete language (e.g., juicy hamburger) should be
understood and recalled better than abstract language
(e.g., basic assumption), a consistent research finding.
15. Basic principles of Dual code theory
The core ideas of dual coding theory can be stated succinctly: The
theory assumes that cognition involves the activity of two
qualitatively different mental codes, a verbal code specialized for
dealing with language in all its forms and a nonverbal code
specialized for dealing with nonlinguistic objects and events in
the form of mental images. These coding systems are separate but
interconnected so that they can operate independently, in parallel,
or through their interconnections.
The linguistic, or verbal, code dominates in some tasks, the
nonverbal code dominates in others, and both systems are
frequently used together. The great diversity and flexibility of
cognition all comes from activity within and between these codes.
No deeper, abstract code is assumed.
16. Basic principles of Dual code theory
Dual coding theory is based on the common assumption of a
continuity between perception and memory. External experiences
occur through the stimulation of people's senses and are encoded
in memory traces that retain some of their original, concrete
qualities as words and things.
The theory is, therefore, multimodal because both verbal and
nonverbal experiences can occur in different sense modalities,
including vision, hearing, and touch (Braille) in the case of
language, and all five senses in the case of mental images.
Theories of working memory that propose different, modality-
specific memory stores are generally consistent with dual coding
theory. For example, the working memory theory of Baddeley and
Hitch (1974) proposes a phonological loop for rehearsing inner
speech and a visuospatial sketchpad for manipulating visual
images.
Dual coding theory assumes that long-term memory is modality
specific as well.
17. : Basic principles of Dual code theory
Dual coding theory also assumes innate contributions to
cognition and individual differences because all human
nature is the product of the interaction of genes and the
environment.
More layers of complexity are built on these basic
assumptions, including accounts of meaning, memory,
knowledge organization, and learning.
One direct implication of the theory is that pictures or
concrete language (e.g., juicy hamburger) should be
understood and recalled better than abstract language
(e.g., basic assumption), a consistent research finding.
18. : Classroom Implication and Teaching Strategies
CHALLENGES AND CONTROVERSIES
Dual coding theory can be contrasted with theories which assume that all
cognition has a common, abstract code in the form of schemata or
propositions (Sadoski, Paivio, & Goetz, 1991).
This mentalese is assumed to be computational in nature, built into the brain
like a computer's built-in machine code (Pylyshyn, 2003).
Proponents believe that this conception is more elegant and parsimonious
than dual coding theory, and some aspects of cognition have been modeled in
computers to a degree (Seidenberg, 2005).
However, Paivio (2007) responded that such theories lack elegance because of
the complexity of their programming, and they cannot account for findings
involving mental imagery, concreteness effects, and neuropsychological
evidence.
These debates remain unresolved and challenging.