Dual Coding Theory - Research Paper Example

? Dual Coding Theory The development of dual coding theory brought new light in training and learning by insisting that nonverbal processing is equally essential in learning as verbal processing. Human cognitive processing is closely associated to imagery and cognition of objects that are not verbal. Teachers and trainers should concentrate on both verbal and nonverbal strategies when teaching; this ensures that students become conversant with both. This paper will explore the role of dual coding theory in developing and designing educational and training programs posted in web. Dual Coding Theory Dual coding theory emphasizes that people should not ignore the aspect of non-verbal processing of information, and concentrate on verbal processing. Today, many people rely on resources from the web for their learning requirements, and it is imperative to distinguish web sites that can benefit students and those that cannot benefit students (Jairath & Mills, 2005). The assumption of the dual coding theory is that there exist two cognitive systems in the human mind. One system specializes in the processing and representation of nonverbal objects while the other system focuses on language (Jairath & Mills, 2005). This theory has been applied in many fields of learning, which include language, problem solving and concept learning. According to Clark & Paivio (1991), dual coding theory focuses on mental processes and mental and mental structures. The mental structures are networks that are associative of imaginable and verbal representations. On the other hand, mental processes focus on the activation and development of the mental structures, including the effect of the physical and the social context in learning. Dual coding theory asserts that mental representations relate to distinct nonverbal and verbal properties, and symbolic modes of events of concrete sensorimotor, which form the basis of this theory. Any learning program should consider the verbal system, which contains auditory, visual and verbal codes that are articulate. The development of a web-based program of learning should create a comprehensive approach that captures all the essential aspects of dual coding theory. Further, dual coding theory facilitates the designers of learning programs to develop the nonverbal representation like environmental sounds, actions, visceral or skeletal expressions that symbolize emotions and images that symbolize shape. Designers of learning programs recognize that the principal purpose of learning and education is to acquire knowledge (Clark & Paivio, 1991). Knowledge is transferred to many people through tutorial lessons or private study. Private study has played a significant role in promoting the utilization of web-based research. This has called for improvement of web sources of information so that they can meet the knowledge demands of learners. Dual coding theory proceeds to provide guidelines, which facilitate program designers to ensure that the psychological mechanisms of learning from texts and web pages are designed appropriately (Khan, 2001). Learning program designers follow the avenue that education relevant knowledge is verbally represented in notes and textbooks. Further, nonverbal imaging of information triggers a student’s ease of comprehension of text meaning. The dual coding theory in practice emphasizes that human beings have several systems that process information. Therefore, several channels of communication should be used to convey information in teaching, and in designing learning programs (Jairath & Mills, 2005). The theory informs the designers that the learning of students is influenced in a positive way by presenting illustrations and texts together. Furthermore, animations by computers provide an influential means for presenting learners with visually based information. Learning program designers imitate the idea of dual coding theory since it fosters imagery with mental images that help learners to develop sharp remembering skills. Further, program designers conduct in-depth research to incorporate the images that learners create when learning. Personal images are easy to comprehend and recall, and learners can retrieve information without difficulties (Clark & Paivio, 1991). This research aims at finding out the learners’ preferred images and avoids imposing strange images to the learners, which may result to serious problems. Dual coding theory is also essential in facilitating mnemonic techniques of language learning. Imagery is extremely significant in learning foreign language because it applies the mnemonic techniques. Foreign language vocabulary learning becomes easy when rhyming mnemonic schemes are used in the lessons (Spector, 2008). A mnemonic scheme contains a series of peg words, which coincide with numerals, and link with the vocabularies for easier recall. This technique is also applicable in the acquisition and learning of foreign languages. In this process, education and learning program designers come up with key words, which have an equivalent meaning as other words of the new language (Doheny, 1993). This technique is put into practice by identifying an imagery connection between foreign a word that is not familiar and the equivalent word in the native language. The acoustic connection reminds the learner the relevant word, and the link of imagery gives the learner a clue of the meaning of the foreign word. Learning and education program designers borrow the technique of applying imagery to enhance text comprehension. Research proves the significance of concreteness for the understanding of sentences, paragraphs, and other substantial textual units. The designers enhance the readability and text comprehension using supplementary pictures and image generation (Doheny, 1993). Further, this technique increases the reading speed of the learners. Learning program designers recognize that the manipulation of imagery enhances text comprehension and the same favor extends to the presentation of oral information in classes. Dual coding theory provides designers with a clear notion of a variety of behaviors that learners connect with productive skills of study, which are connected to processes of imagery (Khan, 2001). Therefore, web based program designers are keen to come up with web programs that enhance imagery and learning. Program designers adopted the most famous form of imagery in computer and web based learning and training, which is animation. Animation has a dynamic representation and an appealing nature that other means of instructions in teaching lack (Doheny, 1993). Animation refers to movements generated artificially in graphics or pictures in displays of computers, and these movements bring out apparent motion in pictures. The chief role of animation is to center the attention of learners through the use of significant effects that mark the start or the conclusion of a session (Clark & Paivio, 1991). Further, animation has the capacity to create an entertaining or an informative feedback to learners thus inform them about their learning progress (Khan, 2001). Designers recognize the most influential strength of animation, which is using animation to illustrate materials of instruction that always change, and others that are physically invisible or abstract in nature. For instance, it is not easy to comprehend the flow of blood in different parts of the body, or the purification process of blood that takes place in the kidneys (Clark & Paivio, 1991). Sometimes, the basic animations may fail to provide the required touch in text comprehension by students. In such cases, advance organizers can be applied, as they have the design that posses the effect that facilitates readers to handle the upcoming effect. Further, advanced organizers set up an encoding context. Program designers deem that lower effect sizes link with abstract and written advance organizers, but the higher effect sizes associate with advance organizers, which are not (Doheny, 1993). However, students who have low knowledge and low ability do not gain from the application of advance organizers. In conclusion, the development of dual coding theory brought new light in training and learning by insisting that nonverbal processing is equally essential in learning as verbal processing. Dual coding theory emphasizes that people should not ignore the aspect of nonverbal processing of information, and concentrate on verbal processing. The mental structures are networks that are associative of imaginable and verbal representations. Mental processes focus on the activation and development of the mental structures, including the effect of the physical and the social context in learning. Dual coding theory facilitates the designers of learning programs to develop the nonverbal representation like environmental sounds, actions, visceral or skeletal, which symbolize emotions and images that represent shape. Learning program designers imitate the idea of dual coding theory of fostering imagery with mental images and this helps learners to develop sharp remembering skills. References Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and education. Educational Psychology Review, 3 (3). Doheny, M. O. (1993). Effects of mental practice on performance of a psychomotor skill. Journal of Mental Imagery, 17 (2). Jairath, N. & Mills, M.E. (2005). Online Health Science Education: Development & Implementation. London: Lippincott Williams & Wilkins. Khan, B.H. (2001). Web-Based Training. New York: Educational Technology. Spector, J.M. (2008). Handbook of Research on Educational Communications and Technology. New York: Taylor & Francis. Read More