Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery
📊
Key Findings & Data:Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery
💡
Conclusion & Impact:Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery
Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery
Özet
Allan Paivio (1971) tarafından geliştirilen İkili Kodlama Kuramı, birbirinde yapısal ve işlevsel yönden farklı iki bilişsel alt-sistemle ilgilidir. İmgelem sistemi sözel olmayan nesnelerin, sözel sistem ise dile ilişkin olguların bellekte temsili ve işlenilmesi ile ilgilenirler. Paivio öğrenmede somut kelimelerin hem sözel hem de imgelem sisteminde temsil edilebilmesi olasılıkları nedeniyle, soyut kelimelere kıyasla daha avantajlı durumda olduklarını savunmuştur. Destekleyici kanıtlar, kurama karşı sunulan eleştirilerle birlikte sunulmaktadır.
ALDAĞ, H. (2005). Öğrenme Ve Öğretmede A Paivio’nun ikili Kodlama Kuramı. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 14 - Sayı: 2, 29–48. https://ajindex.com/articles/74122
Amlund, J. T., Gaffney, J., & Kulhavy, R. W. (1985). Map feature content and text recall of good and poor readers. Journal of Reading Behavior, 17, 317- 330. Anatasi, A. (1988). Psychological Testing (6th ed.), New York: Macmillan. Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-825.
Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary, Journal of Experimental Psychology: Human Learning and Memory, 104, 126-133.
Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and education. Educational Psychology Review, 3(3), 1991, 149-210.
Dansereau, D. F., Collins, K. W., McDonald, B. A., Holley, C. D., Garland, J., Diekhoff, G., and Evans, S. H. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 64- 73. Das, J. P., Kirby, J., and Jarman, R. F. (1975). Simultaneous and successive syntheses: An alternative model for cognitive abilities. Psychological Bulletin, 82, 87-103.
Denckla, M. B., Rudel, R. G., and Broman, M. (1981). Tests that discriminate between dyslexic and other learning-disabled boys. Brain and Language, 13, 118-129.
Denis, M. (1984). Imagery and prose: A critical review of research on adults and children. Text, 4. 381-401.
Doheny, M. O. (1993). Effects of mental practice on performance of a psychomotor skill. Journal of Mental Imagery, 17, 111-118.
Feltz, D. L. and Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5, 25-57.
Gambrell, L.B. (1982). Induced mental imagery and the text prediction performance of first and third graders. In J. A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction (31st yearbook or the National Reading Conference, 131-135).
Rochester, NY: National Reading Conference. Gardner, M. F. (1979). Expressive One-Word Picture Vocabulary Test, Novato, CA: Academic Therapy Publications. Glenberg, A. M., Meyer, M., and Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83.
Hunt, R. R. & Ellis, H.C. (1999). Fundamentals of cognitive psychology. 6 ed. Boston, MA: McGraw-Hill. Jackson, D. N. (1984). Multidimensional Aptitude Battery (MAB): Manual, Port Huron, MI: Research Psychologists Press.
Johnson, C. J., and Clark, J. M. (1988). Children’s picture naming diff