EDTEC 640 Psychology of Technology-Based Learning |
Module 1 |
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Introduction / Primary Terminology / Dual Coding Theory / Resources |
Theory into practice: Dual Coding Theory (A. Paivio) |
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In this section we will provide an example of applied theory by reviewing a cognitive psychology theory, identifying practitioner's oriented principles that derive from this theory and identifying and reviewing a website through the prism this particular educational theory. We chose to discuss the Dual Coding Theory because the principles that derive from this theory have significant implications on many aspect of the instructional design process. |
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The TheoryThe Dual Coding Theory (DCT) is related to the cognitive memory models that emerged as part of the Cognitive Information Processing (CIP) studies that attempted to describe how the mind processes information. Paivio’s DCT mainly deals with how visual information is processed and stored in memory and gives equal weight to verbal and non-verbal processing. According to the theory, the human cognition consists of two subsystems that process knowledge simultaneously, one processing the nonverbal objects (i.e. imagery) and one dialing with language (verbal). The two systems have different functions; the verbal subsystem processes and stores linguistic information whereas the visual subsystem processes and stores images and pictorial information. While the two subsystems can be activated independently, the interrelations and connections of the two systems allow the dual coding of information. The Dual Coding Theory can have applications in many cognitive domains, including problem solving, concept learning, language, etc.
Additional
information on this theory can be located at the following web-based resources:
http://www.educationau.edu.au/archives/cp/04e.htm http://connect.barry.edu/ect565/Student%20Research/Elaine/dualcode/index.htm http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/cognitivism/DualCodingTheory.htm |
The PrinciplesReview the following principles that are related to the Dual Coding Theory: Multimedia Principle (E-Learning and the Science of Instruction , chapter 3) Principle 4.1, (Instructional Message Design, chapter 2) Principle 1.5, (Instructional Message Design, chapter 4) |
The ApplicationAn example of application of the Dual Coding Theory can be found on Lightspan’s Achieve Now Progress Tests online (www.lightspan.com). These progress tests include multiple test items, both in Reading Language Arts and Mathematics that make use of the design principles that are derived from Paivio’s DCT: Information is presented both in visual and verbal form. Figures 1 and 2 display problem solving test items where the mathematical problems are accompanied by pictures to enhance the presentation of the information.
Figure 1: Grade 3 Problem Solving
Figure 2: Grade 3 Problem Solving
When reviewing
examples of application of this theory, one can clearly see the importance of
imagery in cognitive operations and the necessity of presenting information in
both visual and verbal representations. Depending on the topic and especially
when designing instructional interfaces, the designer should consider that
application of this principle could result in enhancement of recall and
recognition of content. |
