Dual Coding Theory

The Dual Coding Theory is the cognition of the mind. It explains why it has the powerful effect on the mental imagery memory and how it affects humans that handle multi-tasks. The DCT originated in the 1960 and Allan Pavio a professor in Psychology at University of Western Ontario discovered that Dual Coding Theory acts on two distinctive systems. These two systems are visual and verbal information and they are stored separately in long-term memory. Review picture example.

                                                                         

 Allan Paivio and researchers also found that when students have illustrations shown with text there is a higher level of understanding the subject content area when teaching occur.  Take a look at the three examples.
1. Children can learn more from text when using illustrations. The learning increased by one third when demonstrating pictures and text.
2. College students have written instruction with pictures and texts and fewer errors are proven on written assignment.
3. Multi-Media can be effective when used in an appropriate way. For example, Students can visually enhance vocabulary words on smartboard, resolve problem solving, and technology can give more colorful imaging as well as lectures are stimulating. 

DCT has three types of processing: (1) representational, the direct activation of verbal or non-verbal representations, (2) referential, the activation of the verbal system by the nonverbal system or vice-versa, and (3) associative processing, the activation of representations within the same verbal or nonverbal system. A given task may require any or all of the three kinds of processing. Verbal system units are called logogens; these units contain information that underlies our use of the word. Non-Verbal system units are called imagens. Imagens contain information that generates mental images such as natural objects, holistic parts of objects, and natural grouping of objects.

Dual Codint Theory Links
http://readytolearnresearch.org/pathwaysconference/presentations/paivio.pdf
http://plato.stanford.edu/entries/mental-imagery/theories-memory.html

References:
1. Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 26, 233-43.

2. Mayer, E., & Sims, V.K. (1994). For whom is a picture woth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. 

3.  Stone, D. & Glock, M. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73, 419-426.

4. Allan Paivio, Theories of Learning in Educational Psychology, from http://www.lifecircles-inc.com/Learningtheories/IP/paivio.html

5. Allan Urho Paivio (b. March 29, 1925) Wikipedia, The Free Encyclopedia, from http://en.wikipedia.org/wiki/Allan_Paivio