Mental Representations A Dual Coding Approach

By Benjamin Naumann. 2016

1,946 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/763f3686e08b03674daae24cd49d143d153ff7e8

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Citations in the corpus

Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “These pathways are physiologically interconnected but also function independently (Paivio, 1986; Welcome, Paivio, McRae, & Joanisse, 2011).”
Foundations of Game-Based Learning (2015, background): “Research suggests that learning can be facilitated when information is available in more than one format (Moreno & Dur (cid:2) an, 2004; Paivio, 1986; Schnotz, 2005), though this depends on the function of the multiple representations (Ainsworth & Van Labeke, 2004).”
Augmented reality in informal learning environments: A field experiment in a mathematics exhibition (2014, background): “First, humans possess two channels for processing information, an auditory/verbal channel and a visual/pictorial channel (Paivio, 1990).”
Getting the point: Tracing worked examples enhances learning (2015, background): “Around the time when embodied cognition perspectives emerged, Paivio (1971, 1986) proposed a dual coding approach to mental representations and highlighted the importance of sensorimotor experiences for facilitating learning in his dual-coding theory.”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, methodology): “According to the assumptions of the CATLM, these cognitive processes take place within two independent information processing channels in working memory (Baddeley, 1986) where verbal and non-verbal information can be processed simultaneously and coded dually (Paivio, 1986).”
Emphasising sound and meaning: pitch gestures enhance Mandarin lexical tone acquisition (2015, result): “This finding is consistent with dual coding theory (Paivio, 1990), which posits that learning is reinforced when information is encoded simultaneously through the visual and verbal modalities.”
Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality (2018, unknown): “Concrete words (e.g., mountains) tend to be learned earlier than abstract words (e.g., honesty), both in first languages (L1s; Paivio, 1986) and L2s (Kaushanskaya, & Rechtzigel, 2012).2 Word familiarity is related to how commonly words are experienced, and closely associated with word frequency…”
Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “CLT is based on the dual channel principle—the notion that learners have separate channels for perceiving and processing auditory and visual information (Paivio 1986).”
Associative Multichannel Autoencoder for Multimodal Word Representation (2018, result): “This is inconsistent with many psychological ﬁndings that information from different modalities contributes differently to the meaning of words (Paivio, 1990; Anderson et al., 2017).”
Essentials of a Theory of Language Cognition (2019, background): “…properties of the experience are rich, imageable, and multimodal, so too is the memory (Embodied Cognition—e.g., perceptual symbol systems [Barsalou, 2008]; im- ageable words are better remembered than abstract words [Paivio, 1990]; words in the brain [Pulvermüller, Cappelle, & Shtyrov, 2013]) 2.”
Applying learning theories and instructional design models for effective instruction. (2016, background): “The dual-channel principle indicates that there are two separate channels for processing verbal and pictorial information in working memory (35).”
Learning Visually Grounded Sentence Representations (2017, background): “There is evidence that meaning is dually coded in the human brain: while abstract concepts are processed in linguistic areas, concrete concepts are processed in both linguistic and visual areas (Paivio, 1990).”