Allan Paivio developed Dual Coding Theory which proposes that information is processed in two separate channels - an audio channel and a visual channel. The theory suggests that both visual and verbal information is processed separately. Studies have shown that pairing visual images with verbal information can enhance learning and recall compared to using words alone. Dual Coding Theory provides implications for incorporating both words and pictures in educational materials and presentations.

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

3. 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

4. Audio Channel Visual Channel

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

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

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

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

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

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

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

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

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

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

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

16. 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.