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Dual Coding
- 1. Dual CodingOr, whatI learned from Mayer and Anderson #FEResearchMeet @MikeTylerSport
- 2. WHAT IS IT?WHY DO IT? PRINCIPLES EXAMPLES Dual Coding
- 3.
- 4. LTM WM RETRIEVAL RETRIEVALRETRIEVAL representational representational representational &referential Paivio Baddeley Mayer & Anderson
- 5. CONTROL DUAL CODED Retention Mayer& Anderson (1992) Mean number of ‘idea units’ (out of 10) 3.11 7.94 5.94 7.53 7.35 7.77 8.04 7.00
- 6. LTM WM RETRIEVAL RETRIEVALRETRIEVAL representational representational representational &referential & PROBLEM SOLVING (transfer, creativity) Paivio Baddeley Mayer & Anderson
- 7. CONTROL DUAL CODED Problem SolvingMayer & Anderson (1992) Mean number of creative solutions 3.17 3.94 4.41 4.06 4.76 4.24 5.06 7.71
- 8. WHAT IS IT?WHY DO IT? PRINCIPLES EXAMPLES Dual Coding
- 9. Why dual code? …ontests of creative problem solving, only the group receiving concurrent presentation of words and pictures performed better than the group receiving no instruction. Mayer & Anderson 1992, 448 “
- 10. WHAT IS IT?WHY DO IT? PRINCIPLES EXAMPLES Dual Coding
- 11. Oliver Caviglioli’s DesignPrinciples Follow him on Twitter @OliCav
- 13. WHAT IS IT?WHY DO IT? PRINCIPLES EXAMPLES Dual Coding
- 14. Visual produced byOliver Caviglioli
- 15. @MikeTylerSport Protein Water Electro Manual Poor Supply Young Old Quality Quantity Good Supply Factorsaffecting the healing process Cognition Emotion
- 16. SkillAcquisition in Sport WHATIS PERCEPTION? @MikeTylerSport LTM Comparison Recognition Response Selection (Decision Making) STMDetection (Selective Attention) Sensory Store
- 17. Over to you Designa slide to represent a concept or process. Script a brief step-by- step narration. Teach the person next to you!
- 18. References R.E. Mayer &R.B. Anderson (1992) The Instructive Animation: Helping Students Build Connections Between Words and Pictures in Multimedia Learning. Journal of Educational Psychology 84 (4), 444-452 S.D. Sorden (2013) The Cognitive Theory of Multimedia Learning. The Handbook of Educational Theories, pp.155-167
- 19. Dual CodingOr, whatI learned from Mayer and Anderson #FEResearchMeet @MikeTylerSport
Editor's Notes
- #4 Humans process information VISUALLY and VERBALLY VISUAL stimuli are processed by the visuospatial sketch pad, which processes synchronously VERBAL stimuli are processed by the auditory loop, which processes sequentially WHEN PAIRED organised (through double memory trace) & differentiated as it goes in to the LTM more accessible for retrieval
- #5 Humans process information VISUALLY and VERBALLY VISUAL stimuli are processed by the visuospatial sketch pad, which processes synchronously VERBAL stimuli are processed by the auditory loop, which processes sequentially WHEN PAIRED organised (through double memory trace) & differentiated as it goes in to the LTM more accessible for retrieval
- #7 Humans process information VISUALLY and VERBALLY VISUAL stimuli are processed by the visuospatial sketch pad, which processes synchronously VERBAL stimuli are processed by the auditory loop, which processes sequentially WHEN PAIRED organised (through double memory trace) & differentiated as it goes in to the LTM more accessible for retrieval
- #10 Research by Mayer & Anderson shows that presenting information contiguously enhances students’ ability to problem solving using that information.
- #13 Research by Mayer & Anderson shows that presenting information contiguously enhances students’ ability to problem solving using that information.