Dual-code theory a theory of cognition was first advanced by Allan Paivio of the University of Western Ontario. The theory posits that visual and verbal information is each processed differently along distinct channels with the human mind creating separate representations for information processed in each channel. Supporting evidence comes from research that shows that memory for some verbal information in 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.
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 the image of a speaker as well as the text that the speaker is reading could overwhelm the viewer, depending on the person and the situation, because the viewer must now attend to two images.
Working memory as proposed by Alan Baddeley includes a two-system processing system with a visuospatial sketchpad and a phonological loop which essentially maps to Paivio’s theory.
Dual-coding theories provide a unifying framework for literacy, for reading. When people read written information, dual-coding theories contend that the readers access orthographic and phonological information to recognize words in the text. Dual-coding theory is a relatively new subject to the field of literacy.
Paivio’s work has implications for literacy, visual mnemonics, idea generation, human factors, interface design, as well as the development of educational materials among others.
See also: Unified Theory of hypermemnesia
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