By Matthew Crabtree
The dual-coding theory was proposed by Paivio (1991), and it states that, “… human cognition is divided into two processing systems: visual and verbal … if the information to be processed is coded both visually and verbally, the acquisition chances for learners would be doubled because the information is presented physically as a whole” (O’Neil H. F. et al., 2010).
In other words, the dual-coding hypothesis argues that the combination of visual and verbal representations of information helps increase the ability to encode and later recall that information. With this theory in mind, I would suggest that incoming freshman should prioritize class attendance and engagement because the use of visual representations (such as slideshow presentations) and verbal representations (such as the professors lecture) will promote a better learning outcome, which can be reflected in quiz/exam scores.
“I’m More of a Hands-On Learner; Pictures Can’t Help Me!”
I’m sure most students out there are familiar with the idea that everybody has a different learning style, and utilizing this learning style helps you to better encode and later recall information. This theory is so widespread that many school systems have implemented ways to cater to the many different learning styles out there. However, an article written by Joshua Cuevas and Dawson Bryan for the Journal of Educational Sciences and Psychology compared the learning styles theory and the dual-coding theory.
In his extensive research about each theory, he concluded that, “… we may find that learning styles do have an impact on behaviors or choice of vocational tracks … but at this point the evidence suggests that they do not influence academic learning” (Cuevas J., 2017). In other words, approaching K12 and college education in a way which prioritizes styles of learning, such as visual, auditory, reading/writing, and kinesthetic, isn’t necessarily an effective way of guaranteeing academic success. This article goes on to state, regarding dual coding, that, “There is a good reason to conclude that learners will benefit from being presented with a mixture of visual and auditory information that will stimulate encoding through the two independent pathways for retention …” (Cuevas J., 2017).
Dual Coding and Scientific Literacy
Although dual-coding has been used for many different subjects of knowledge, there have been numerous studies conducted to in the late ‘80s which argued that dual-coding was the most effective way of understanding a scientific explanation. In other words, participants could better understand a scientific explanation through the mapping of words and pictures. Richard Mayer and Richard Anderson conducted their own study in 1991 which used an animated demonstration of how a bicycle tire pump works to study the link between words and pictures at the time of encoding.
Participants were shown information in 3 different ways: words-only, pictures-only, and words-with-pictures. When comparing the data of all different methods of learning, they found that, “… the words-only and the words-with-pictures group will produce more representational connections to verbal representations than will the pictures-only and control group and therefore will recall more information …” (Mayer R. E. and Anderson R. B., 1991).
They were also able to conclude that a) the presentation of a combined verbal explanation and animation was produced far better problem-solving transfer than does presenting verbal explanations prior to an animation and b) the presentation of a combined verbal explanations and animation, “… may have helped students to build the needed connections between words and pictures” (Mayer R. E. and Anderson R. B., 1991).
Dual Coding and Language Learning
Another subject which has received attention from psychologists has been language learning and how we can use dual coding to increase the comprehension and recollection of vocabulary words. A study done by Suzanne Arnedt and Ronald Gentile in 1986 tested the bilingual dual-coding theory proposed by Paivio and Desrochers (1980) which suggested that there was, “… a 3.3:2.4:1 ratio of recall for images to translation equivalents to copying” (Arnedt C.S. and Gentile J. R., 1986). In their study, they gathered 2 groups, creating a total of 83 participants. Of these participants, 36 listed French as their native language, 33 listed English as their native language, 7 learned both languages simultaneously, and 7 reported another language other than English or French as their native language.
The participants were shown 53 total slides which had either picture of common objects, written common French words, and written English words. The participants were then asked to write down, in English, what was on the slides. After a delay period, the participants were given 10 minutes to free recall as many of the English words as possible. The results of this study found that, “Picture labels were recalled approximately 3.3 times more frequently than the copied English words, and translated French words were recalled approximately 2.4 times as frequently as copied English words” (Arnedt C.S. and Gentile J. R., 1986). This is represented as a 3.3:2.4:1 ratio, which supports the bilingual dual coding theory proposed by Paivio and Desrochers (1980).
Another language study was done to study the effectiveness of utilizing technology, specifically multimedia, can promote better student learning outcomes. In this study, they tested the retention rate of vocabulary words with the use of subtitles as an encoding method. Although exact numbers are not listed in this article, the authors stated in their conclusion that, “Cognitive theories, such as the dual-coding theory and the cognitive theory of multimedia learning offer a sound basis for the development of educational tools; but further research is necessary to continue exploring the issue of vocabulary acquisition with the use of subtitling” (Kanellopoulou et al., 2019). But they also emphasize that the use of subtitles can be a great way to enhance short-term vocabulary recall, enhance general comprehension, and improve long-term vocabulary acquisition and learning skills (Kanellopoulou et al., 2019).
Conclusion
Based on the research I’ve done, dual coding has been shown to be quite effective in helping people to learn new topics, especially in comparison to the use of learning styles. My recommendation to all incoming freshman is to make the most of each lecture hall through active participation. What you learn in the classroom sets the foundation for what you will study outside of the classroom.
To my friends in the Science and Mathematics department, or even the Social Science department, I highly recommend using pictures/drawings, flowcharts, diagrams, or graphic organizers to help further your understanding of any given topic. To my friends in the Humanities department, as well as the Social Science department, I suggest using study tools such as flash cards, timelines, graphic organizers, and flowcharts. Regardless of what you are studying, we have proven that being able to visualize the many different aspects/details of a course concept will help you to better encode and recall the information during your next big test.
Resources
Amedt, C, and J Gentile. “Department of Counseling and Educational Psychology, SUNY at Buffalo, 40 Baldy Hall.” Canadian Journal of Psychology, vol. 40, no. 3, 1986, pp. 290–299. Accessed 26 Apr. 2023.
Cuevas, Joshua, and Bryan L. Dawson. “An Analysis of Current Evidence Supporting Two Alternate Learning Models: Learning Styles and Dual Coding.” Journal of Educational Sciences & Psychology, vol. 16, no. 1, 19 Sept. 2017, pp. 40–64, https://doi.org/10.1177/1477878517731450. Accessed 29 Apr. 2023.
Kanellopoulou, Catherine, et al. “The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool.” Education Sciences, vol. 9, no. 3, 8 Aug. 2019, p. 210, https://doi.org/10.3390/educsci9030210. Accessed 26 Apr. 2023.
Mayer, Richard E., and Richard B. Anderson. “Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis.” Journal of Educational Psychology, vol. 83, no. 4, Dec. 1991, pp. 484–490, https://doi.org/10.1037/0022-0663.83.4.484. Accessed 29 Apr. 2023.
O’Neil, H. F., et al. “Instructional System Provided Feedback.” ScienceDirect, Elsevier, 1 Jan. 2010, www.sciencedirect.com/science/article/abs/pii/B9780080448947003122. Accessed 28 Apr. 2023.