Relevant bibliographies by topics / Dual-coding hypothesis

Academic literature on the topic 'Dual-coding hypothesis'

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Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Dual-coding hypothesis"

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Mayer, Richard E., and Richard B. Anderson. "Animations need narrations: An experimental test of a dual-coding hypothesis." Journal of Educational Psychology 83, no. 4 (1991): 484–90. http://dx.doi.org/10.1037/0022-0663.83.4.484.

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Visvanathan, Deepa. "AGRAMMATIC PATIENT’S DUAL CODING PROCESS IN SENTENCE COMPREHENSION." International Journal of Education, Psychology and Counseling 5, no. 37 (December 3, 2020): 159–72. http://dx.doi.org/10.35631/ijepc.5370013.

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This paper reports on a study on the dual coding process involved in an agrammatic patient when comprehending sentences using a sentence to picture matching test. The test was undertaken at The National Stroke Association of Malaysia (NASAM), Petaling Jaya, Malaysia. The current study employs the theory of Paivio’s (1991) Dual Coding Theory (DCT) as an explanation for the agrammatic patient’s ability to comprehend active and passive sentences and adopts an influential hypothesis by Grodzinsky’s (1990) Trace Deletion Hypothesis (TDH) concerning agrammatism that characterises agrammatic patients as a good comprehender of Subject Verb Object (SVO) sentence structure, the active sentence but as bad comprehenders of Object Verb Subject (OVS) sentence structure, the passive sentences. A comprehension test, the Sentence to Picture Matching Test designed by Christensen (2001) has been adopted in this study to examine the suitability of dual coding theory as an explanation for the agrammatic patient’s comprehension ability. The performance of the patient’s comprehension pattern in this study supports the account of TDH and in general, the findings of this study suggest that sentence to picture matching test could be used to investigate the dual coding process of the agrammatic patient.
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Bukinich, Anna Aleksandrovna, and Petr Dmitriyevich Shabanov. "The human brain is working in the system of dual coding: a hypothesis." Reviews on Clinical Pharmacology and Drug Therapy 11, no. 2 (June 15, 2013): 52–56. http://dx.doi.org/10.17816/rcf11252-56.

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How the human brain is working is up to now unclear. Using singular neuron as an object, and pharmacological agents as a tool the neuron activity in general in the mammalian CNS has been described. The basis of all investigations was the study of dimmer (heteromer) structures associated with G-coupled receptor proteins on the surfaces of neuron membranes isolated from the own usual circle. We can organize the recombinant movement by means of physiological concentrations of pharmacological reagents if these processes were lasting in the network neurons native brain. That is, the ideal conditions for the processes generation in the neural impulse were reconstructed.
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Cuevas, Joshua, and Bryan L. Dawson. "A test of two alternative cognitive processing models: Learning styles and dual coding." Theory and Research in Education 16, no. 1 (September 19, 2017): 40–64. http://dx.doi.org/10.1177/1477878517731450.

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This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.
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Tang, Yidong, Shucai Huang, and Aijun Xue. "Sparse Representation Based Binary Hypothesis Model for Hyperspectral Image Classification." Mathematical Problems in Engineering 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/3460281.

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The sparse representation based classifier (SRC) and its kernel version (KSRC) have been employed for hyperspectral image (HSI) classification. However, the state-of-the-art SRC often aims at extended surface objects with linear mixture in smooth scene and assumes that the number of classes is given. Considering the small target with complex background, a sparse representation based binary hypothesis (SRBBH) model is established in this paper. In this model, a query pixel is represented in two ways, which are, respectively, by background dictionary and by union dictionary. The background dictionary is composed of samples selected from the local dual concentric window centered at the query pixel. Thus, for each pixel the classification issue becomes an adaptive multiclass classification problem, where only the number of desired classes is required. Furthermore, the kernel method is employed to improve the interclass separability. In kernel space, the coding vector is obtained by using kernel-based orthogonal matching pursuit (KOMP) algorithm. Then the query pixel can be labeled by the characteristics of the coding vectors. Instead of directly using the reconstruction residuals, the different impacts the background dictionary and union dictionary have on reconstruction are used for validation and classification. It enhances the discrimination and hence improves the performance.
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Luo, Li. "A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching." Scientific Programming 2022 (March 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/5951844.

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Learning English needs a huge amount of vocabulary recalls as well as multiple grammatical structures and practices. With the development and improvement of the humanization and quality of English teaching, the multidimensional teaching of English has formed a powerful learning model and teaching method. The teaching of dual-coding theory assisted by computer teaching software mainly focuses on the dual activation representation of language combined with nonverbal graphic recognition to complete the recognition of information. According to the dual-coding hypothesis, in Gilford’s intelligence theory, the capacity of spatial and information recognition and reading is highly significant. With the large amount of visual recognition and information acquisition, images involve spatial domain information reading, which is a learning method based on the principle of information feature recognition. Based on the principle of dual-coding theory, it is a very effective way to present information and recall specific information in the form of vision and language. In this study, the application research for the purpose of English vocabulary teaching is adopted that has strong innovative and practical characteristics. According to the steps and contents of English vocabulary learning, the study is carried out step by step from the context in detail, so it continuously improves the learning quality and efficiency of English vocabulary teaching. Vocabulary teaching can help the students better improve their cognitive level of vocabulary and meet the vocabulary test requirements of the new institution entrance examination. Further, how to improve the effect of senior high school English vocabulary teaching is a major topic in the field of senior high school English teaching. In order to sort out this issue, I proposed a computer-aided dual-coding theory to help quickly understand vocabulary usage in order to increase learning efficiency. The Paivio–Desrochers model is used in this study. In addition, this study also attempts to explore the application of dual-coding theory in senior high school English vocabulary teaching.
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David, Prabu. "Role of Imagery in Recall of Deviant News." Journalism & Mass Communication Quarterly 73, no. 4 (December 1996): 804–20. http://dx.doi.org/10.1177/107769909607300404.

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The purpose of this paper is to examine why a deviant news story such as “Man bites dog” is more memorable than “Dog bites man.” Distinctiveness and imagery present two competing theoretical positions to explain the advantage that deviant news events have over nondeviant events. While the distinctiveness hypothesis is based on schema incongruence, the imagery hypothesis is based on Paivio's dual coding theory. Findings from two experiments support the imagery hypothesis, which suggests that imagery-evoking potential of deviant news is a better predictor of recall than schema incongruity. The advantage in recall for deviant news almost disappeared for high deviance/low imagery news events. Further, path analysis from both experiments indicates that there is no direct path between deviance and recall, but only an indirect path through imagery. In sum, this paper highlights the importance of imagery in news language and its potential impact on memory and learning.
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Kepple, Daniel R., Hamza Giaffar, Dmitry Rinberg, and Alexei A. Koulakov. "Deconstructing Odorant Identity via Primacy in Dual Networks." Neural Computation 31, no. 4 (April 2019): 710–37. http://dx.doi.org/10.1162/neco_a_01175.

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In the olfactory system, odor percepts retain their identity despite substantial variations in concentration, timing, and background. We study a novel strategy for encoding intensity-invariant stimulus identity that is based on representing relative rather than absolute values of stimulus features. For example, in what is known as the primacy coding model, odorant identities are represented by the conditions that some odorant receptors are activated more strongly than others. Because, in this scheme, odorant identity depends only on the relative amplitudes of olfactory receptor responses, identity is invariant to changes in both intensity and monotonic nonlinear transformations of its neuronal responses. Here we show that sparse vectors representing odorant mixtures can be recovered in a compressed sensing framework via elastic net loss minimization. In the primacy model, this minimization is performed under the constraint that some receptors respond to a given odorant more strongly than others. Using duality transformation, we show that this constrained optimization problem can be solved by a neural network whose Lyapunov function represents the dual Lagrangian and whose neural responses represent the Lagrange coefficients of primacy and other constraints. The connectivity in such a dual network resembles known features of connectivity in olfactory circuits. We thus propose that networks in the piriform cortex implement dual computations to compute odorant identity with the sparse activities of individual neurons representing Lagrange coefficients. More generally, we propose that sparse neuronal firing rates may represent Lagrange multipliers, which we call the dual brain hypothesis. We show such a formulation is well suited to solve problems with multiple interacting relative constraints.
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van Hell, Janet G., and Annette M. B. de Groot. "Disentangling Context Availability and Concreteness in Lexical Decision and Word Translation." Quarterly Journal of Experimental Psychology Section A 51, no. 1 (February 1998): 41–63. http://dx.doi.org/10.1080/713755752.

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This study examines contrasting predictions of the dual coding theory and the context availability hypothesis regarding concreteness effects in monolingual and bilingual lexical processing. In three experiments, concreteness was controlled for or confounded with rated context availability. In the first experiment, bilingual subjects performed lexical decision in their native language (Dutch, L1). In the second experiment, lexical decision performance of bilinguals in their second language (English, L2) was examined. In the third experiment, bilinguals translated words “forwards” (from L1 to L2) or “backwards” (from L2 to L1). Both monolingual and bilingual tasks showed a concreteness effect when concreteness was confounded with context availability. However, concreteness effects disappeared when abstract and concrete words were matched on context availability, and even occasionally reversed. Implications of these results for theories that account for concreteness effects, particulary in bilingual processing, are discussed.
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Walma van der Molen, J. "The impact of television, print, and audio on children's recall of the news. A study of three alternative explanations for the dual-coding hypothesis." Human Communication Research 26, no. 1 (January 1, 2000): 3–26. http://dx.doi.org/10.1093/hcr/26.1.3.

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Dissertations / Theses on the topic "Dual-coding hypothesis"

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Villegas, Erce Alvaro Socarrás Gilda. "The effects of animation and cueing in the acquisition of Spanish vocabulary." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Foreign_Languages_and_Literatures/Thesis/Villegas_Alvaro_9.pdf.

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Eklund, Jannica. "Dual coding hypothesis : en empirisk studie kring hur väl hypotesen fungerar för auditiva stimuli." Thesis, University of Skövde, Department of Computer Science, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-576.

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Denna studie utgår ifrån Paivios dubbelkodningsteori, som kortfattat säger att information bearbetas av två separata symboliska system. Dessa system är det ickeverbala och det verbala systemet vilka är specialiserade på att bearbeta två olika sorters stimulusmaterial: bildlikt och språklikt material. Vidare koncentrerar sig detta arbete på dubbelkodningshypotesen som kan härledas ur teorin. Genom olika minnesexperiment angående bilders och ords konkreta värde kom Paivio fram till att vi bäst minns bilder, därefter konkreta ord och slutligen abstrakta ord. Enligt dubbelkodningshypotesen beror det här på att bilder har störst möjlighet att kodas dubbelt (både ickeverbalt och verbalt). Efter det kan konkreta ord, till skillnad från abstrakta ord, lättare kodas dubbelt och därför är de bättre återkallade till minnet än abstrakta ord. De tidigare studier som gjorts har enbart varit på visuella stimuli. För detta arbete var det därför intressant att se om samma resultat skulle kunna fås med auditiva stimuli. Hypotesen blev då följande: Auditiv ickeverbal information återkallas bättre till minnet än vad auditiv konkret verbal information görs. Vidare återkallas auditiv konkret verbal information i sin tur bättre än auditiv abstrakt verbal information. Hypotesens riktighet undersöktes med hjälp av ett minnesexperiment. Det resultat som erhölls kunde varken stödja eller motbevisa hypotesen.

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Sham, Diana Po Lan Education Faculty of Arts &amp Social Sciences UNSW. "A dual coding model of processing Chinese as a second language : a cognitive-load approach." Awarded by:University of New South Wales. School of Education, 2002. http://handle.unsw.edu.au/1959.4/33225.

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The research was conducted in Sydney and Hong Kong using students, from grades 5 to 9, whose first language or teaching medium was English, learning to read Chinese as second language. According to cognitive load theory, the processing of single Chinese characters accompanied by pictures should impose extraneous cognitive load and thus hinders learning. In Experiments 1a and 1b, simple Chinese characters appeared to be processed likes pictures. Reading Chinese characters without pictures produced significantly better learning outcomes than reading them with pictures, suggesting that subjects processed Chinese characters and their English translations according to the Dual Coding model. In Experiment 2, grade 6 students learned to read two-character compound words in word-and-word and picture-and-word conditions. As expected, phonetic compounds were learned more effectively when presented along with the same word written in English than when accompanied by a picture of the object represented. In Experiment 3, grade 6 students were used in an investigation of the differential learning effects of two-character-compound and two-single-characters formats. The two-single-characters format, being of low element interactivity, resulted in better learning outcomes than the compound format, in which the two components were necessarily of higher element interactivity. In Experiment 4, six concrete sentences and six abstract sentences were used to investigate the learning strategies used by grade 9 students in processing second-language Chinese sentences. In a "no-picture " condition, a Chinese sentence was printed on each learning card underneath the English translation; and in a "with-picture " condition, a picture was positioned above the condition pair of sentences. As expected, the mean learning outcomes were greater for the no-picture s than for the with-picture conditions, and the difference between the no-picture and with-picture means was greater for concrete sentences than for abstract sentences. A logographic visual processing strategy was probably employed in reading concrete sentences but an analytic strategy used in reading abstract sentences. A new dual-coding model, based on the bilingual dual coding theory for different patterns in reading Chinese as a second language at various structural levels of processing was proposed.
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Ehlers-Zavala, Fabiola P. Steffensen Margaret S. "Reading an illustrated and non-illustrated story dual coding in the foreign language classroom /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942643.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 24, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Jeffrey P. Bakken, William C. Woodson, Charles B. Harris. Includes bibliographical references (leaves 214-240) and abstract. Also available in print.
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Estruch-Sánchez, Yolanda. "TAKK, för spanskan! Tecken som Alternativ och Kompletterande Kommunikation i spanskundervisningen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28651.

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Syftet med detta examensarbete var att undersöka potentialen av TAKK (Tecken Som Alternativ och Kompletterande Kommunikation) i undervisningen av främmande språk i den svenska skolan. Genom en kvasiexperimentell utvärdering tillämpades TAKK under en lektion i spanska där 18 elever skulle lära sig 24 nya ord om mat. Eleverna gick i åk 6 och studerade nybörjarspanska. Orden lärdes ut på ett traditionellt sätt genom att säga och skriva dem men orden 1-12 ackompanjerades dessutom av ett TAKK tecken som eleverna uppmanades att härma. Eleverna förhördes skriftligt vid tre tillfällen på en period av två veckor; glosförhör 1 bestod av 24 ord utan bilder på tecknen, glosförhör 2 bestod av 24 ord och bilder på tecknen för orden 1-12. Glosförhör 3 bestod av endast 12 bilder på tecknen för ord 1-12. Orden skulle översättas till svenska förutom vid tredje tillfället där det skulle skrivas på spanska. I ljuset av Paivios (1971) Dual Coding Theory och The Additivity Hypothesis visade resultatet på glosförhören en positiv inverkan av gesterna/tecknen på inlärningen av orden. Alla elever fick ett högre antal rätt översatta ord vid glosförhör 2. Man kan försiktigt dra slutsatsen att tecknen från TAKK bidrog till en förbättrad memorering av orden då de lagrades i vårt multimodala minne där de lämnade två interrelaterade minnesspår.
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Gagliardi, Emilio Garnet. "A new tool for measuring individual differences in conceptual structure." 2010. http://hdl.handle.net/10048/872.

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Thesis (M. Sc.) -- University of Alberta, 2010.
"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science, Psychology, University of Alberta." Title from pdf file main screen (viewed on January 5, 2010). Includes bibliographical references.
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Books on the topic "Dual-coding hypothesis"

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Paivio, Allan. Images in mind: The evolution of a theory. New York: Harvester Wheatsheaf, 1991.

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Mental representations: A dual coding approach. New York: Oxford University Press, 1986.

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Nofri, Carlo. Linguaggio e mental imagery: Dall'ipotesi della relatività linguistica alla teoria del doppio codice. Chieti: Métis, 1991.

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Duale Kodierung: Eine Experimentelle Studie Zur Theorie Von Paivio (Arbeiten Zur Sprachanalyse). Peter Lang Publishing, 2004.

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Paivio, Allan. Mental Representations: A Dual Coding Approach. Oxford University Press, Incorporated, 1990.

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Mind and Its Evolution: A Dual Coding Theoretical Approach. Lawrence Erlbaum, 2006.

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Mind and Its Evolution: A Dual Coding Theoretical Approach. Lawrence Erlbaum, 2006.

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Paivio, Allan. Mind and Its Evolution: A Dual Coding Theoretical Approach. Taylor & Francis Group, 2014.

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Paivio, Allan. Mind and Its Evolution: A Dual Coding Theoretical Approach. Taylor & Francis Group, 2014.

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Paivio, Allan. Mind and Its Evolution: A Dual Coding Theoretical Approach. Taylor & Francis Group, 2014.

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Book chapters on the topic "Dual-coding hypothesis"

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Kelly, L. G. "Dual-Coding Hypotheses in Various Guises." In Studies in the History of the Language Sciences, 657. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/sihols.38.69kel.

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Matei, Sorin Adam, Lance Madsen, and Robert Bruno. "Information Acquisition and Recall in Location-Aware and Search Engine Retrieval Systems." In Models for Capitalizing on Web Engineering Advancements, 20–42. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0023-2.ch002.

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This paper examines the potential cognitive impact of location aware information systems compared to that of search engines using a dual coding and conjoint retention theoretical framework. Supported by virtual reality or mobile devices, location aware systems deliver information that is relevant for a specific location. Research questions and hypotheses formulated under the assumption that location aware systems are better prepared to contextualize and make information memorable are explored using a planned comparison repeated measures 3 (2 treatment; 1 control) x 3 (pre-test, post-test, one week post-test) design. The results indicate that information acquisition in location-aware systems is just as powerful as that facilitated by search engines and that information recall (after 1 week) of facts is superior when using location-aware systems. The findings reinforce and extend dual coding theory suggesting that spatial and three-dimensional indexing can be one of the channels used in indexing and recalling information. The results also indicate that location-aware applications are a promising technology for distributing information in general and for learning in particular.
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