The Basics of Dual Coding Theory
Overview of Dual
Coding Theory
The premise of Dual Coding Theory is that verbal and
non-verbal processing occurs concurrently and independently in our minds in order
for learning to occur. Basically, we
learn from what we see and what we hear; our minds connect what we see and hear
to images that we have stored in our brain, which in turn adds to the schema or
knowledge that we have developed throughout our lifetime. For example, when prompted to think of a
monkey, a person can recall a mental image or picture of a monkey, or a mental
image of the word “monkey.” Then the
image can be described in words. Mental
images and symbolic codes are stored in our minds. Dual Coding Theory claims that all of the
information that we collect in our lifetime is stored in our brains and is
represented by both visual and verbal language content. (Pappas, 2014)
Basic Principles
The development of Dual Coding Theory is accredited to psychologist
Allan Paivio who began publishing research about this theory in the early
seventies. Dr. Paivio suggests that
there are two types of representational units; he calls them “imagens” and
“logogens.”(Culatta, 2015). Imagens are mental images which are organized in
part-whole relationships in our brains. (Culatta, 2015). Logogens are verbal entities that are stored
in our minds as associations. (Culatta,
2015). When learners try to make sense
of the information presented to them, Paivio suggests that three types of
processing occurs: “(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. (Culatta, 2015). Learning may require one system, or all
systems working together.
Family Tree
Dual Coding Theory is rooted in Cognitivist Learning Theory
and Behaviorist Learning Theory. It
adheres to the cognitivist goal of understanding the processes of the mind,
“the importance of the mind in making sense of the material with which it is
presented.”(Harasim, 2012, p. 47) In
addition, Dual Code Theory is closely related to the Schema Theory within the
Cognitivist Learning Theory which postures that “learning is easier if new
subject matter is compared to existing knowledge and is structured or
representational.” (Harasim, 2012, p. 49).
The development of the mind according to Dual Coding Theory is aligned
with the Behaviorist Learning Theory: “DCT is based on multiple learning
processes of observation, classical conditioning, operant learning, and imitation.”
(Paivio, 2006).
Practical Application
As educators, we need to be cognizant of incorporating both
verbal representations and non-linguistic representations of ideas or concepts
into our lessons in order for our students learn new information and have them
expand on the knowledge that they already possess. Dual Coding Theory has influenced the way
literacy is taught. It has been applied
to fluency, reading comprehension, spelling, written composition, and response
in reading. While reading and trying to
comprehend it is important to teach students to imagine or create a mental
image or series of images in their minds while they read. A large-scale instructional program to
improve reading comprehension by teaching students to visualize while reading
text was successfully applied in urban schools (Paivio, 2006). Another
application used kinesthetic imagery in teaching reading comprehension
strategies such as how to locate the main idea (Paivio, 2006).
Links
This website provides a concise summary of the Dual Coding
Thoery and a clear visual representation of the theory: http://www.instructionaldesign.org/theories/dual-coding.html
This is a link to a game that my students love to play called Little Alchemy. It presents a series of pictures and when the player combines the images on the right side of the screen, new images of new concepts appear. In essence, it is a form of Dual Coding Theory
because images are attached to concepts and new knowledge is formed: https://littlealchemy.com/ This is a link of a chapter from a book written by Paivio where he explains Dual Coding Theory and how it relates to education. He discusses is how taking students on fieldtrips or out into the real world might help them create more lasting mental images to connect to knowledge in the classroom in the section titled, Educational Applications of DCT: http://www.csuchico.edu/~nschwartz/paivio.pdf
References
Culatta, R. (2015).
Dual Coding Theory (Allan Paivio).
Retrieved from http://www.instructionaldesign.org/theories/dual-coding.html
Harasim, L. (2012). Learning
Theory and Online Technologies. New
York, NY: Routledge.
Pappas, C. (2014). The
Quintessential of The Dual Coding Theory.
Retrieved from http://elearningindustry.com/dual-coding-theory
Paivio, A. (2006).
Dual Coding Theory and Education.
[University of Western Ontario].
Retrieved from http://www.csuchico.edu/~nschwartz/paivio.pdf
Sadoski, M. (2009). Dual
Coding Theory. Retrieved from http://www.education.com/reference/article/dual-coding-theory/
Thomas, N. (2014). Dual
Coding and Common Coding Theories of Memory. Retrieved from http://plato.stanford.edu/entries/mental-imagery/theories-memory.html
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