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Mrngoitall (talk | contribs) defined analogous and symbolic code, added experiment by Paivio |
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'''Dual-code theory''' a theory of cognition was first advanced by [[Allan Paivio]] of the University of Western Ontario. The theory posits that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel.
According to Paivio, mental images are analogue codes, while the verbal representation of words are symbolic codes. '''Analogue codes''' represent the physical stimuli we observe in our environment, such as trees and rivers. These codes are a form of knowledge representation that retains the main perceptual features of what is being observed. '''Symbolic codes''', on the other hand, are a form of knowledge representation chosen to represent something arbitrarily, as opposed to perceptually. Similar to the way a watch may represent information in the form of numbers to display the time, symbolic codes represents information in our mind in the form of arbitrary symbols, like words and combinations of words, to represent several ideas. Each symbol (x, y, 1, 2, etc.) can arbitrary represent something other than itself. For instance, the letter x is often used to represent more than just the concept of an x, the 24th letter of the alphabet. It can be used to represent a variable x in mathematics, or a multiplication symbol in an equation. Concepts like multiplication can be represented symbolically by a x because we arbitrarily assign it a deeper concept. Only when we use it to represent this deeper concept does the letter x carry this type of meaning.
== '''Support For This Theory''' ==
Supporting evidence comes from research that shows that memory for some verbal information is enhanced if a relevant visual is also presented or if the learner can imagine a visual image to go with the verbal information. Likewise verbal information can often be enhanced when paired with a visual image, real or imagined.
Research with PET scans and fMRI, for example, has shown that participants used the same brain areas to process imagined visuals as images that were actually seen. Participants also had improved memory for spoken words and sentences when paired with an image, imagined or real, and showed increased brain activation to process abstract words not easily paired with an image.
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Each channel also has limitations. For example, humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. For example, a television documentary that shows images of plant and animal life in a rain forest while also simultaneously providing narration that describes the animal life could potentially provide for improved learning using the dual-code theory because the visual and verbal information does not compete with each other.
A multimedia presentation that shows multiple visuals such as
A study conducted by Paivio (Paivio, 1969) found that when partcipants were shown a rapid sequence of pictures and a rapid sequence of words, and then asked to recall the words and pictures (either in order of appearance, or in any order they want), they were better at recalling the pictures when they were allowed to do so in any order. However, they more readily recalled the sequence of the words, rather than the sequence of pictures. This supported Paivio's hypothesis that verbal information is processed differently than imaginal, or visual, information.
Working memory as proposed by [[Alan Baddeley]] includes a two-part processing system with a visuospatial sketchpad and a phonological loop which essentially maps to Paivio’s theory.
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== '''References''' ==
* Anderson, J. R. (2005). Cognitive Psychology and its implications. New York: Worth Publishers.
* Anderson, J. R. & Bower, G. H. (
* Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.▼
* Denis, M. and Mellet, E. (2002). Neural bases of image and language interactions. International Journal of Psychology, 37 (4), 204-208. ▼
* Just, M. et al (2004). Imagery in sentence comprehension: an fMRI study. NeuroImage 21, 112-124. ▼
* Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psycologist, 38(1), 43-52.▼
▲Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
* Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: the case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.▼
* Paivio, A (1969). Mental Imagery in associative learning and memory. Psychological Review, 76(3), 241-263.
▲Denis, M. and Mellet, E. (2002). Neural bases of image and language interactions. International Journal of Psychology, 37 (4), 204-208.
* Paivio, A (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.▼
* Paivio, A (1986). Mental representations: a dual coding approach. Oxford. England: Oxford University Press.▼
▲Just, M. et al (2004). Imagery in sentence comprehension: an fMRI study. NeuroImage 21, 112-124.
*{{cite book | last=Sternberg | first=Robert J. | authorlink=Robert J. Sternberg | title=Cognitive psychology fourth edition | publisher=[[Thomson Wadsworth]] | date=2006 | pages=234-36 | id=ISBN 0534514219}}
▲Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psycologist, 38(1), 43-52.
▲Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: the case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.
▲Paivio, A (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
▲Paivio, A (1986). Mental representations: a dual coding approach. Oxford. England: Oxford University Press.
[[Category:Cognitive science]]
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