The Dual Coding Theory can be applied in instructional design by giving instructors an in depth look at just how the brain acquires new information.
According to
the Dual Coding Theory, there are two different information pathways within the learner's mind.
According to
the Dual Coding Theory, there are three distinct types of mental processing that occur during instruction.
According to
the Dual Coding Theory, both verbal and non-verbal processing is essential for learning.
Cognitive theories of learning, including cognitive load theory,
dual coding theory, and the cognitive theory of multimedia learning.
As you may have read in our previous article on cognitive theories of learning,
the dual coding theory (Paivio, 2007) includes an emotional component as part of the rich variety of impressions that contribute to learning.
Not exact matches
Drawing on CLT,
dual coding, and other cognitive
theories of learning, the experimental research of Richard Mayer has led to his cognitive
theory of multimedia learning (CTML).
The seminal research of Allan Paivio on «
dual coding» beginning in the late 1960s has had a profound impact on
theories about how multimedia contributes to learning.
[1] According to
dual -
coding theory (1971, 1986), memory exists either (or both) verbally or «imaginally».
Words produced a faster response than pictures and pictures did not have an advantages of having easier access to sematic memory or superior effect over words for
dual -
coding theory (Amrhein, McDaniel & Waddill 2002 [18]-RRB-.
Allan Paivio's
dual -
coding theory is a basis of picture superiority effect.