Academic literature on the topic 'Dual-Coding Theory (DCT)'

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.

This research explored the integration of dual coding theory and modern computer technology with symmetry into a vocabulary class to improve students’ learning attitude and effectiveness. Three research questions are addressed in this research on the effects of computer-assisted learning based on dual coding theory (DCT). This experimental research was carried out in a high school in a remote rural area in China. The study was conducted in two parallel classes (the experimental and the control) in Grade 8 with a total of 88 students. Our research methods included pre- and post-test, questionnaires, and an interview with symmetry as the focus to obtain the results as follows: (1) Using the integration of computer assisted language learning (CALL) and DCT to effectively improve students’ learning attitude, (2) transforming students’ traditional learning methods into the dual coding method, and (3) enhancing students’ vocabulary learning effectiveness.

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.

Abstract. The picture-superiority effect (PSE) refers to the finding that, all else being equal, pictures are remembered better than words ( Paivio & Csapo, 1973 ). Dual-coding theory (DCT; Paivio, 1991 ) is often used to explain the PSE. According to DCT, pictures are more likely to be encoded imaginally and verbally than words. In contrast, distinctiveness accounts attribute the PSE to pictures’ greater distinctiveness compared to words. Some distinctiveness accounts emphasize physical distinctiveness ( Mintzer & Snodgrass, 1999 ) while others emphasize conceptual distinctiveness ( Hamilton & Geraci, 2006 ). We attempt to distinguish among these accounts by testing for an auditory analog of picture superiority. Although this phenomenon, termed the auditory PSE, occurs in free recall ( Crutcher & Beer, 2011 ), we were unable to extend it to recognition across four experiments. We propose a new framework for understanding the PSE, wherein dual coding underpins the free-recall PSE, but conceptual distinctiveness underpins the recognition PSE.

In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.

It has long been held that concrete material has a processing advantage over abstract material, as predicted by Dual Coding Theory (Paivio,1991), although this has been challenged. For example, based on evidence for behavioural and neuroscientific studies, Kousta,, Vigliocco, Vinson, & Del Campo, (2011) proposed that emotional valance had a greater influence in the processing of abstract words, and that under some circumstances there may be no concreteness effect and might even be an abstractness effect. This would not be predicted by DCT. In addition, Isen and Daubman (1984) have claimed that emotional valence, and particularly positive emotion can influence cognitive processing. Specifically, they demonstrated that positive emotion was associated with more inclusive categorization of ambiguous category members. This current study was a 2 x 2 between group design to investigate the effect of positive and negative valence on recognition memory for concrete and abstract words and on categorization. Contrary to what was predicted by Dual Coding Theory, abstract words were generally better recognized than concrete, with there being an additional interaction with valence. A significant interaction between word type and valence on categorization was also found. Results partially support Kousta et al. (2011).