Relevant bibliographies by topics / Dual coding theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dual coding theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Dual coding theory"

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Clark, James M., and Allan Paivio. "Dual coding theory and education." Educational Psychology Review 3, no. 3 (September 1991): 149–210. http://dx.doi.org/10.1007/bf01320076.

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Paivio, Allan. "Dual coding theory and the mental lexicon." Words and their meaning: A deep delve from surface distribution intounderlying neural representation 5, no. 2 (December 10, 2010): 205–30. http://dx.doi.org/10.1075/ml.5.2.04pai.

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The dual coding theoretical (DCT) approach to the mental lexicon differs radically from standard approaches to the concept in linguistics and psychology. The differences are related to a long-standing dispute concerning the nature of the mental representations that mediate perception, comprehension, and performance in cognitive tasks. The issue contrasts what have been described as common coding and multiple coding views of mental representations. The common coding view is that a single, abstract form of representation underlies language and other cognitive skills. The standard approach to the mental lexicon is in that category. The multiple coding interpretation is that mental representations are modality specific and multimodal. The DCT view of the mental lexicon is in that camp. The general theories are first summarized; subsequently, their approaches to the mental lexicon and its relation to cognition are compared.
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Paivio, Allan. "Dual coding theory: Retrospect and current status." Canadian Journal of Psychology/Revue canadienne de psychologie 45, no. 3 (1991): 255–87. http://dx.doi.org/10.1037/h0084295.

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Paivio, Allan. "Intelligence, dual coding theory, and the brain." Intelligence 47 (November 2014): 141–58. http://dx.doi.org/10.1016/j.intell.2014.09.002.

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Ishii, Harue, and Hirotsugu Yamauchi. "A Study of Cognitive Loading in Dual-Coding Theory." Perceptual and Motor Skills 79, no. 1 (August 1994): 458. http://dx.doi.org/10.2466/pms.1994.79.1.458.

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15 university students were engaged m a task of recalling sentences with and without figures. Analysis of the number recalled indicated that cognitive loading for sentences with figures was more effective than for recall of sentences without figures.
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ShinJisun. "Translating for Children Based on the Dual Coding Theory." Journal of Translation Studies 12, no. 2 (June 2011): 109–28. http://dx.doi.org/10.15749/jts.2011.12.2.005.

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Thompson, Valerie A. "Realizing Imagery: A Retrospective Examination of Dual Coding Theory." Contemporary Psychology: A Journal of Reviews 41, no. 6 (June 1996): 587–88. http://dx.doi.org/10.1037/002969.

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Arnedt, C. Suzanne, and J. Ronald Gentile. "A test of dual coding theory for bilingual memory." Canadian Journal of Psychology/Revue canadienne de psychologie 40, no. 3 (1986): 290–99. http://dx.doi.org/10.1037/h0080100.

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Carr, Thomas H. "Is Dual Coding Theory Better the Second Time Around?" Contemporary Psychology: A Journal of Reviews 32, no. 7 (July 1987): 649–50. http://dx.doi.org/10.1037/027324.

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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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Dissertations / Theses on the topic "Dual coding theory"

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Hung, Pei-Fang. "Mental imagery and idiom understanding in adults: Examining dual coding theory." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10878.

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xiii, 205 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This study examined idiom understanding in 120 neurologically healthy adults, ages 20-29 (20s Group), 40-49 (40s Group), 60-69 (60s Group), and 80-89 (80s Group) years old. Each participant was administered a familiarity task, definition explanation task, mental imagery task, and forced-choice comprehension task. Twenty idioms, 10 transparent and 10 opaque, were used with no supporting contexts. Participants were asked to rate the familiarity of each idiom, to provide a definition of each, to generate a mental image of each, and to select the best definition of each from among four options. It was predicted that younger and older adults would perform equally well on the comprehension task but that older adults would perform poorer than younger adults on the explanation task. Additionally, mental imagery of idioms was expected to become more figurative with advancing age, and participants were expected to perform better on highly familiar and transparent idioms than on less familiar and opaque ones. Participants rated all 20 idioms as highly familiar, with the lowest familiarity rating for participants in the 20s Group. No significant differences were found on the forced-choice comprehension task across the four age groups although the 20s Group scored the lowest among all age groups. The 60s Group performed significantly better than the 20s Group on the definition explanation task, but no significant differences were found between the other age groups. No significant differences were found in generating mental images between transparent and opaque idioms, and mental images tended to be figurative rather than literal for both types of idioms. The present study adds to our knowledge of idiom understanding across adulthood. Familiarity seemed to play a stronger role than transparency in idiom understanding in adults. Once an idiom was learned and stored as a lexical unit, people used the idiomatic meaning and generated figurative mental imagery immediately without accessing the literal meaning or the literal mental image.
Committee in charge: Marilyn Nippold, Chairperson, Special Education and Clinical Sciences; Roland Good, Member, Special Education and Clinical Sciences; Deborah Olson, Member, Special Education and Clinical Sciences; Nathaniel Teich, Outside Member, English
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Kamau, Peter H. "CPU cache dual processor distributed computation system within broadcast-type Local Area Networks." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/27091.

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Over the last few years computer hardware has continued to become smaller, cheaper, faster and more numerous. Computer software too has continued to become more efficient and powerful. The result has therefore been an availability of increasingly versatile microcomputers whose power rival that of minicomputers and many of the earlier generations of mainframe computers. At the same time, computers and communications have merged, with the result that computing power has become cheaper than communication. As the computation becomes cheaper and the machines become faster, the desire to solve larger and more complex problems will continue to increase.
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Oliver, Moreno Andreu. "Attention and Dual Coding Theory: an Interaction Model Using Subtitles as a Paradigm." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405246.

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Dins l’entorn del projecte europeu HBB4ALL presentem dos experiments relacionats amb el subtitulat. Actualment, estem immersos en un context on el consum dels continguts multimèdia disponibles està migrant cap a una reproducció “a demanda” que es du a terme mitjançant un seguit de dispositius diferents. Amb aquest context en ment, explorem les diferències que la llengua original del contingut genera i les diferències que el consum en diferents dispositius influeixen en la forma que tenim de processar aquest contingut. Al primer experiment, explorem la relació entre l’atenció, els subtítols i el processament de la informació. Es presenten als participants dos conjunts de clips, un amb l’àudio en anglès (una llengua coneguda pels participants) i l’altre en noruec (una llengua totalment desconeguda) per tal d’explorar l’efecte que es produeix a l’hora de llegir subtítols (en polonès, llengua materna). Tal i com es prediu a la Teoria de la Codificació del Doble Canal (Dual Coding Theory) (Paivio, 1986), s’ha trobat que la possibilitat d’accedir a la mateixa informació per per múltiples canals (en el cas que la llengua de l’àudio és coneguda pels participants) facilita en gran mesura la comprensió del contingut. A més, la distribució de l’atenció es veu alterada també en les dues condicions experimentals. La hipòtesi proposada és que el mecanisme de distribució de recursos i el mecanisme d’avaluació de la demanda (Kahneman, 1973), són els principals causants de les diferències trobades en el processament de la informació dels continguts. El segon experiment és de caire més aplicat. Es duu a terme una comparació entre diferents dispositius per tal d’explorar com la lectura i el processament de la informació es modifica segons la plataforma. Per tal d’avaluar aquestes diferències, es presenten un conjunt de clips en un idioma desconegut pels participants mentre es registra la comprensió mitjançant qüestionaris i el moviment ocular mitjançant eye tracking. No es trobarem diferències significatives entre els dispositius pel que fa a comprensió, pel que es conclou que no sembla ser necessari adaptar els subtítols a les diferents mides de pantalla, posat que el nostre sistema de processament de la informació es capaç de compensar aquesta diferència. La conseqüent discussió considera que ambdós resultats són rellevants per a la comprensió del nostres sistemes atencionals i d’aprenentatge. En ambdues situacions experimentals el nostre sistema cognitiu es capaç d’activar els mecanismes necessàris per compensar les diferències provocades en les dues condicions experimentals.
We have conducted two experiments on subtitling and its presentation as part of the HBB4ALL European project. Nowadays, the tendency for content consumption is shifting towards an “on demand” dynamic performed on an array of different devices. With that in mind, not only did we explore the effect the audio language has on the way we process content but also the ways in which it is affected when using different devices to consume content. In the first experiment we explored the relation between attention, subtitles and information processing. We presented the participants with two sets of clips, one with audio in English and the other with audio in Norwegian in order to explore the effect on the reading of subtitles (in Polish). As predicted by the Dual Coding Theory (Paivio, 1986) multiple channel information processing is found to be a strong facilitator towards better performance in content comprehension. Moreover, attention resource distribution is also found to be altered by the experimental conditions. Resource allocation and demand evaluation mechanisms (Kahneman, 1973) are considered to be the main causes of those differences. In the second experiment the focus is more applied. A comparison was made between information processing on different devices in order to explore how reading and processing behaviour changes from platform to platform. To assess whether or not there are differences between the different platforms, we presented a set of clips in an unknown language and compared the results of comprehension and visual questionnaires as well as eye tracking readings. No significant differences were found across devices in content comprehension. It is not necessary to adapt subtitles to fit these devices as we are capable of compensating for any differences in their characteristics. The following general discussion considers the findings of the two experiments to be relevant to the understanding of our attentional and learning system. In both experimental situations, our cognitive processes are able to retrieve the necessary mechanisms to compensate for the differences made in the experimental manipulation.
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Noldy, Nancy E. "The picture superiority effect an event-related potential analysis of unitary versus dual coding theory." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5281.

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Neale, Wayne Carl. "An experimental test of dual coding theory using various media and visual momentum in a multimedia environment." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38339.

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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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Broms, Cecilia. "Lyssläsning i relation till läsförståelse - En explorativ studie kring yngre elevers upplevelser av att läsa med öronen med texten framför sig, i jämförelse med att läsa med ögonen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33489.

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Syftet med detta examensarbete i fördjupningsämnet svenska, har varit att utforska elevers lyssläsning i jämförelse med läsning med ögonen i relation till läsförståelse. Följande frågeställningar har fokuserats: Hur upplever elever att det är att lyssläsa jämfört med att läsa med ögonen? Hur påverkas elevers läsförståelse av att lyssläsa jämfört med att enbart läsa med ögonen? För att besvara syftet och frågeställningarna har en explorativ studie genomförts bestående av ett kvasiexperiment med två läsförståelsetester (lyssläsa respektive ögonläsa), enkätfrågor och semistrukturerade intervjuer. Sammanlagt har 13 elever i årskurs 2 deltagit i studien varav 6 intervjuades. Resultatet har analyserats utifrån forskning kring lyssnande, lyssläsning och stöttning samt ”Dual Coding Theory”. Följande slutsatser har dragits: Lyssläsning bidrog till utveckling av ordförrådet. Det agerade stötta för ökad förståelse och bidrog med en högre grad av förståelse i jämförelse med att läsa med ögonen. En viktig faktor för att lyssläsandet verkligen skulle stötta, handlade om rätt hastighet på talrösten. Eleverna i studien hann läsa längre textstycken när de lyssläste i jämförelse med när de läste med ögonen. I och med själva jämförelsen uppstod även metakognitiva reflektioner hos eleverna. Trots att studiens resultat inte är generaliserbart är det relevant då det indikerar att lyssläsning påverkar elevers läsförståelse och engagemang i positiv bemärkelse.
The purpose of this student essay has been to explore reading while listening in comparison to reading with the eyes, in relation to reading comprehension. The questions at issue were: How do young learners experience reading while listening in comparison to reading with the eyes? How do reading while listening effect young learners reading comprehension in comparison to reading with the eyes? An exploratory study has been done to meet the purpose and to answer the research questions via a quasiexperiment and semi structured interviews. All in all 13 students in 2nd grade has participated in the study in which 6 were interviewed. The results of the study have been analyzed from research concerning listening, reading while listening, scaffolding and Dual Coding Theory. A number of conclusions have been made. Reading while listening contributes to the development of vocabulary as well as a higher grade of understanding. It scaffolds reading comprehension and the speaking rate of the voice reading the text is of utmost importance. The students in the study were also able to read longer passages of text when reading while listening in comparison to reading with the eyes. Because of the comparison made between reading while listening and reading with the eyes, the students made metacognitive reflections, which supported understanding. Even though the result of the study cannot be generalized, it is relevant since it indicates that reading while listening effect students reading comprehension and engagement in a positive way.
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Elentari, Aruna. "Evaluating the effect of the Sensavis visual learning tool on student performance in a Swedish elementary school." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136302.

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Dual coding theory implies that engaging multiple modalities (e.g., visual, auditory) in instruction enhances learning. Presenting information via 3D images and 3D animations appears to improve student performance but the results are inconsistent across multiple studies. The present study investigated the effect of the Sensavis visual learning tool, a 3D educational software, on performance in chemistry among students in a Swedish elementary school. Thirty-seven students from grades 7 and 9 received training involving a 3D animation on chemical bonds while nineteen students in grade 8 had traditional instruction. ANCOVA results controlling for age and average chemistry grade revealed a statistically significant difference in the posttest performance with the control group outperforming both experimental groups. These results indicate that the Sensavis tool did not have a positive effect on learning chemistry compared to traditional instruction. Interpretation of the results is presented in discussion.
Enligt “dual coding theory” hjälper det att kombinera flera sätt att inta information (t.ex. visuellt, verbalt) inom lärandet. Presentation av information genom 3D-bilder och 3D-animationer verkar förbättra prestation bland elever, men resultaten är inkonsekventa i flera studier. Denna studie undersökte effekten av ett visuellt verktyg från Sensavis, en  pedagogisk programvara med 3D-animationer, på prestation inom kemi bland elever i en svensk grundskola. Trettiosju elever från årskurs 7 och 9 använde en 3D-animering om kemisk bindning förutom föreläsningar, medan nitton elever i årskurs 8 fick traditionell undervisning. ANCOVA-resultat som kontrollerade för ålder och kemibetyg visade att kontrollgruppen presterade bättre än bägge experimentgrupperna. Dessa resultat tyder på att Sensavis-verktyget inte hade en positiv effekt på lärande i kemi jämfört med traditionell undervisning. Tolkningen av resultaten presenteras i diskussion.
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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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McLain, Nina E. "Anesthesia Clinical Performance Outcomes: Does Teaching Methodology Make A Difference?" Availabe to VCU users online at:, 2007. http://hdl.handle.net/10156/1778.

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Books on the topic "Dual coding theory"

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

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Sadoski, Mark. Imagery and text: A dual coding theory of reading and writing. Mahwah, N.J: L. Erlbaum Associates, 2001.

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

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Sadoski, Mark, and Allan Paivio. Imagery and Text: A Dual Coding Theory of Reading and Writing. Lawrence Erlbaum, 2000.

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Sadoski, Mark, and Allan Paivio. Imagery and Text: A Dual Coding Theory of Reading and Writing. Taylor & Francis Group, 2012.

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Imagery and Text: A Dual Coding Theory of Reading and Writing. Lawrence Erlbaum, 2000.

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Imagery and Text: A Dual Coding Theory of Reading and Writing. Routledge, 2012.

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Self-Dual Codes and Invariant Theory (Algorithms and Computation in Mathematics). Springer, 2006.

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Heunen, Chris, and Jamie Vicary. Categories for Quantum Theory. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198739623.001.0001.

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Monoidal category theory serves as a powerful framework for describing logical aspects of quantum theory, giving an abstract language for parallel and sequential composition and a conceptual way to understand many high-level quantum phenomena. Here, we lay the foundations for this categorical quantum mechanics, with an emphasis on the graphical calculus that makes computation intuitive. We describe superposition and entanglement using biproducts and dual objects, and show how quantum teleportation can be studied abstractly using these structures. We investigate monoids, Frobenius structures and Hopf algebras, showing how they can be used to model classical information and complementary observables. We describe the CP construction, a categorical tool to describe probabilistic quantum systems. The last chapter introduces higher categories, surface diagrams and 2-Hilbert spaces, and shows how the language of duality in monoidal 2-categories can be used to reason about quantum protocols, including quantum teleportation and dense coding. Previous knowledge of linear algebra, quantum information or category theory would give an ideal background for studying this text, but it is not assumed, with essential background material given in a self-contained introductory chapter. Throughout the text, we point out links with many other areas, such as representation theory, topology, quantum algebra, knot theory and probability theory, and present nonstandard models including sets and relations. All results are stated rigorously and full proofs are given as far as possible, making this book an invaluable reference for modern techniques in quantum logic, with much of the material not available in any other textbook.
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Book chapters on the topic "Dual coding theory"

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Sadoski, Mark, and Karen A. Krasny. "Dual Coding Theory." In Theoretical Models and Processes of Literacy, 161–77. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-11.

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Solé, Patrick. "Self-Dual Codes and Self-Dual Designs." In Coding Theory and Design Theory, 188–92. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-8994-1_14.

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Hiramatsu, Toyokazu, and Günter Köhler. "Theta Functions and Self-Dual Codes." In Coding Theory and Number Theory, 77–115. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0305-5_5.

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Jitman, Somphong, Herbert S. Palines, and Romar B. dela Cruz. "On Quasi-Abelian Complementary Dual Codes." In Coding Theory and Applications, 192–206. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66278-7_16.

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van Lint, Jacobus H., and Gerard van der Geer. "Self-dual codes." In Introduction to Coding Theory and Algebraic Geometry, 28–29. Basel: Birkhäuser Basel, 1988. http://dx.doi.org/10.1007/978-3-0348-9286-5_7.

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Dougherty, Steven T. "Self-dual Codes." In Algebraic Coding Theory Over Finite Commutative Rings, 59–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59806-2_5.

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Paivio, Allan. "Bilingual Dual Coding Theory and Memory." In Foundations of Bilingual Memory, 41–62. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9218-4_3.

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Carlet, Claude, and Sylvain Guilley. "Complementary Dual Codes for Counter-Measures to Side-Channel Attacks." In Coding Theory and Applications, 97–105. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17296-5_9.

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Joyner, David, and Jon-Lark Kim. "Self-dual Codes, Lattices, and Invariant Theory." In Selected Unsolved Problems in Coding Theory, 29–46. Boston, MA: Birkhäuser Boston, 2011. http://dx.doi.org/10.1007/978-0-8176-8256-9_2.

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Sadoski, Mark. "Embodied cognition, discourse and dual coding theory: New directions." In Discourse, of Course, 187–95. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/z.148.19sad.

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Conference papers on the topic "Dual coding theory"

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Kusumawati, Dian, and Yeni Rachmawati. "Optimizing Storytelling through Dual Coding Theory." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.22.

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Wang, Ye-Yi. "Dual-coding theory and connectionist lexical selection." In the 32nd annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/981732.981781.

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Bouyuklieva, Stefka, and Iliya Bouyukliev. "On the Formally Self-Dual Binary [30, 15, 8] Codes." In 2020 Algebraic and Combinatorial Coding Theory (ACCT). IEEE, 2020. http://dx.doi.org/10.1109/acct51235.2020.9383239.

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Yankov, Nikolay I. "On the self-dual codes invariant under an automorphism of type 11-(8,0)." In 2020 Algebraic and Combinatorial Coding Theory (ACCT). IEEE, 2020. http://dx.doi.org/10.1109/acct51235.2020.9383417.

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Dehipitiya, Darshi, Gottfried Lechner, and Roy Timo. "Source coding with asymmetric side-information: An exposition of the dual-channel." In 2011 Australian Communications Theory Workshop (AusCTW). IEEE, 2011. http://dx.doi.org/10.1109/ausctw.2011.5728753.

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Amerimehr, Mohammad H., Seyed Pooya Shariatpanahi, Mahdi Jafari Siavoshani, Farid Ashtiani, and Mojtaba Mazoochi. "Performance analysis of network coding-based content delivery in dual interface cellular networks." In 2018 Iran Workshop on Communication and Information Theory (IWCIT). IEEE, 2018. http://dx.doi.org/10.1109/iwcit.2018.8405044.

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Olsson, Nasrine, and Elena Maceviciute. "Information worlds of people with deafblindness." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2012.

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Introduction. This paper explores the information world of people with deafblindness, i.e., a diverse group of people whose vision and hearing loss are of such severity that it is hard for their impaired senses to compensate for each other. Method. An extensive interview study conducted in five European countries. It has examined the level, form and accessibility of information available to people with deafblindness. This paper draws on these interviews, and other material and observations, in providing general characteristics and the results presented here. However, the data and quotations presented in this paper are from the interviews conducted by the authors in Sweden. Analysis. The analysis of the interviews was done using the coding scheme based on the concepts of small worlds and the theory of information world looking for emerging themes. The scheme was flexible and additional themes were included into it during analysis when they emerged from the data. Results. The study found that while the lives of most people are facilitated by an abundance of information in various forms and often in taken for granted format, this is not the case for those members of the society with deafblindness who need such information the most. The means of signification and information sources are limited for people with deafblindness not only because of dual sensory impairments, but mainly because of the limited opportunities afforded outside their small worlds. Conclusions. The improvement of information infrastructures aimed at people with deafblindness will benefit the society and its democratic foundations as a whole and will strengthen the participation of people with deafblindness.
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Aguilar Rendón, Nora Karina, Nora Morales Zaragoza, and José Luis Hernández Azpeitia. "Infographics as a tool for business agreement." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3376.

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This paper analyzes infographics as a problem solving tool to act as a medium for establishing dialog in the business context. Businness needs agreements, usually made in a written-form in a document called “brief”. The drawings, illustrations, visual narratives or infographic work can be considered a form of visual agreements for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog , memory and message clarity. By analyzing the visual languaje structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (Cepol, 2012) where drawing plays a major role as a tool to communicate the operation of visual imaginery, we suggest a prominent role of drawing in the shaping process of the client´s inner topology. We introduce a preliminar analyitical framework –drawn from studies and theories like dual-coding theory (Pavios,1971), rhethoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– for understanding how this visual agreement denote and connote unstated viewing conventions and prioritize particular interpretations that can significantly affect the final solution. Finally we identify areas of future inquiry of new approaches on identity construction from a synthetic representation point of view.DOI: http://dx.doi.org/10.4995/IFDP.2016.3376
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Asnani, Himanshu, Haim Permuter, and Tsachy Weissman. "Successive refinement with cribbing decoders and its channel coding duals." In 2012 IEEE International Symposium on Information Theory - ISIT. IEEE, 2012. http://dx.doi.org/10.1109/isit.2012.6283484.

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Cao, Xiaomin, and Margreta Kuijper. "Distributed source coding with cyclic codes and their duals." In Signal Processing (ICICS). IEEE, 2009. http://dx.doi.org/10.1109/icics.2009.5397707.

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