Clark, J.M., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3, 149-210
Dual coding theory (DCT) is a characterization of mental processes that underlie human behavior and experience.
-nonverbal mental systems processing of imagery information
-verbal mental systems processing of linguistic information
-referential connections: links that connect verbal and nonverbal representations
allows for imaging to words or naming to pictures
-associative connections: joins representations within verbal and nonverbal systems - words are linked to other words
- past experience plays a role in these connections
Image properties:
-instructions and related context can effect the arousal of imagery
-imagery value/concreteness that reflect availability of the material
-variation among people in the tendency and capacity in using imagery, individual differences
-probability and ease of image arousal plays an important role in representation of text meaning
-associative relations connect words to one another and activation of this associative structure contributes to the meaning of words
-According to DCT, learning is related to imagery and associative processes
-DCT suggests images, use of concrete and personal examples and teaching behaviors help learner comprehend and retent the lessons by activating concrete referents and increasing the arousal of mental images
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