Journal articles: '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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Liu, Xianghu, Chia-Hui Liu, and Yang Li. "The Effects of Computer-Assisted Learning Based on Dual Coding Theory." Symmetry 12, no. 5 (May 1, 2020): 701. http://dx.doi.org/10.3390/sym12050701.

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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.

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Vaid, Jyotsna. "Bilingual memory representation: A further test of dual coding theory." Canadian Journal of Psychology/Revue canadienne de psychologie 42, no. 1 (1988): 84–90. http://dx.doi.org/10.1037/h0084176.

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Paivio, Allan, James M. Clark, and Wallace E. Lambert. "Bilingual dual-coding theory and semantic repetition effects on recall." Journal of Experimental Psychology: Learning, Memory, and Cognition 14, no. 1 (1988): 163–72. http://dx.doi.org/10.1037/0278-7393.14.1.163.

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Huang, Tseng-Lung, and Yi-Mu Chen. "Young audiences’ emotional experience on smartphone film: an application of dual-coding theory." Young Consumers 15, no. 2 (June 10, 2014): 193–208. http://dx.doi.org/10.1108/yc-07-2013-00384.

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Purpose – This study aims to determine whether smartphones create the best communication fit with a young audience. Design/methodology/approach – To validate the hypotheses, a task-based laboratory study was conducted. And smartphone film and television (TV) film were provided in the laboratory. Young respondents were recruited in the classroom and brief introduction and film were broadcasted. After watching the film, levels of respondent’s emotional experience was measured via questionnaire. Findings – The results indicate that when the text of the film matches the young audience’s schema, the young audience uses, mainly, imagery coding to interpret the text and achieve an emotional experience. Conversely, when the text and schema do not match, the young audience uses both proposition coding and imagery coding. Practical implications – Based on the results found in this study, companies should use different texts to match the different schema of young audiences to ensure that audiences can process coding and enjoy emotional experiences when using smartphone. Originality/value – Dual-coding theory is applied to determine which coding system the audience use to interpret the new-media text, such as smartphone films.

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Herz, Marc Florian, and Adamantios Diamantopoulos. "Country-Specific Associations Made by Consumers: A Dual-Coding Theory Perspective." Journal of International Marketing 21, no. 3 (September 2013): 95–121. http://dx.doi.org/10.1509/jim.13.0004.

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Kounios, John, and Phillip J. Holcomb. "Concreteness effects in semantic processing: ERP evidence supporting dual-coding theory." Journal of Experimental Psychology: Learning, Memory, and Cognition 20, no. 4 (1994): 804–23. http://dx.doi.org/10.1037/0278-7393.20.4.804.

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Danan, Martine. "Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction." Language Learning 42, no. 4 (December 1992): 497–527. http://dx.doi.org/10.1111/j.1467-1770.1992.tb01042.x.

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JARED, DEBRA, REBECCA PEI YUN POH, and ALLAN PAIVIO. "L1 and L2 picture naming in Mandarin–English bilinguals: A test of Bilingual Dual Coding Theory." Bilingualism: Language and Cognition 16, no. 2 (December 20, 2012): 383–96. http://dx.doi.org/10.1017/s1366728912000685.

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This study examined the nature of bilinguals’ conceptual representations and the links from these representations to words in L1 and L2. Specifically, we tested an assumption of the Bilingual Dual Coding Theory that conceptual representations include image representations, and that learning two languages in separate contexts can result in differences in referential images for L1 and L2. Mandarin–English participants named aloud culturally-biased images and culturally-unbiased filler images presented on a computer screen in both Mandarin (L1) and English (L2). Culturally-biased images were named significantly faster in the culturally-congruent language than in the incongruent language. These findings indicate that some image representations are more strongly connected to one language than the other, providing support for the Bilingual Dual Coding Theory.

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Sadoski, Mark, Ernest T. Goetz, and Joyce B. Fritz. "A Causal Model of Sentence Recall: Effects of Familiarity, Concreteness, Comprehensibility, and Interestingness." Journal of Reading Behavior 25, no. 1 (March 1993): 5–16. http://dx.doi.org/10.1080/10862969309547799.

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This study presents and tests a theoretically derived causal model of the recall of sentences. One group of undergraduate students rated 40 sentences about historical characters for content familiarity, concreteness, comprehensibility, and interestingness. A second group read the sentences and provided written recalls immediately after reading and again after five days. Using predictions derived from schema theory and from dual coding theory, a causal model was derived that identified familiarity and concreteness as causes of comprehensibility; familiarity, concreteness, and comprehensibility as causes of interestingness; and all the identified variables as causes of both immediate and delayed recall. Path analysis procedures indicated that concreteness strongly affected comprehensibility and recall, and that both concreteness and familiarity affected interestingness. The results suggest support for a dual coding theory account of sentence comprehension and recall.

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Sadoski, Mark, Allan Paivio, and Ernest T. Goetz. "Commentary: A Critique of Schema Theory in Reading and a Dual Coding Alternative." Reading Research Quarterly 26, no. 4 (1991): 463. http://dx.doi.org/10.2307/747898.

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Lee, Adrienne Y., and Alexia N. Bowers. "The Effect of Multimedia Components on Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 340–44. http://dx.doi.org/10.1177/107118139704100176.

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Multimedia is composed of various components: text, graphics/animation, and audio. These components can contribute differentially to the learning of material. The Dual Coding Theory, where the learning of material is enhanced by the simultaneous development and activation of modality specific structures (verbal and non-verbal), can be applied to multimedia learning (Mayer & Gallini, 1990). However most empirical work to examine this theory has focused on graphics and text. In addition research in multimedia has assumed that audio components would enhance learning. Therefore, the studies described in this paper focus on all three components of multimedia with the goal of determining the contribution that these components have on learning. Results did not uniformly support the Dual Coding Theory. In addition, the audio component for this multimedia training did not play as large a role in improving learning as the graphics and animations.

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XU, CHEN, YUTING YE, ZHENWEI HU, YURU ZOU, LIXIN SHEN, XIAOXIA LIU, and JIAN LU. "A PRIMAL-DUAL ALGORITHM FOR ROBUST FRACTAL IMAGE CODING." Fractals 27, no. 07 (November 2019): 1950119. http://dx.doi.org/10.1142/s0218348x19501196.

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The essence of Huber fractal image coding (HFIC) is to predict the fractal code of a noiseless image as accurately as possible from its corrupted observation with outliers by adopting Huber M-estimation technique. However, the traditional HFIC is not quite satisfactory mainly due to the absence of contractivity restriction for the estimate of the fractal parameters (actually, it is a fundamental requirement in the theory of fractal image coding). In this paper, we introduce a primal-dual algorithm for robust fractal image coding (PD-RFIC), which formulates the problem of robust prediction of the fractal parameters with contractivity condition as a constrained optimization model and then adopts a primal-dual algorithm to solve it. Furthermore, in order to relieve using the corrupted domain block as the independent variable in the proposed method, instead of using the mean operation on a [Formula: see text] subblock in the traditional HFIC, we apply a median operation on a larger subblock to obtain the contracted domain blocks for achieving the robustness against outliers. The effectiveness of the proposed method is experimentally illustrated on problems of image denoising with impulse noise (specifically, salt & pepper noise and random-valued noise). Remarkable improvements of the proposed method over conventional HFIC are demonstrated in terms of both numerical evaluations and visual quality. In addition, a median-based version of Fisher classification method is also developed to accelerate the encoding speed of the proposed method.

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Welcome, Suzanne E., Allan Paivio, Ken McRae, and Marc F. Joanisse. "An electrophysiological study of task demands on concreteness effects: evidence for dual coding theory." Experimental Brain Research 212, no. 3 (June 9, 2011): 347–58. http://dx.doi.org/10.1007/s00221-011-2734-8.

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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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Matsumi, Norio. "Processes of words memory in second language acquisition: A test of bilingual dual coding theory." Japanese journal of psychology 64, no. 6 (1994): 460–68. http://dx.doi.org/10.4992/jjpsy.64.460.

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Paivio, Allan. "Dual coding theory, word abstractness, and emotion: A critical review of Kousta et al. (2011)." Journal of Experimental Psychology: General 142, no. 1 (2013): 282–87. http://dx.doi.org/10.1037/a0027004.

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Jensen, Jonathan A., Patrick Walsh, Joe Cobbs, and Brian A. Turner. "The effects of second screen use on sponsor brand awareness: a dual coding theory perspective." Journal of Consumer Marketing 32, no. 2 (March 16, 2015): 71–84. http://dx.doi.org/10.1108/jcm-02-2014-0861.

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Purpose – The purpose of this paper is to investigate how simultaneous use of devices such as personal computers, tablets and smartphones impacts the sponsors that receive brand integration during the broadcasts. Advances in technology now allow fans to consume broadcasts of televised events almost anywhere via personal computers, tablets and smartphones. These devices are also frequently utilized as “second screens” to communicate with fellow consumers on social media, access additional content or otherwise multitask during televised consumption. Design/methodology/approach – An initial study served to test the applicability of the theoretical framework of a dual coding theory in this new context, followed by a 3 × 2 between-subjects design utilized to advance understanding of the influence of second screens on brand awareness of the sponsors of televised events. Findings – Results demonstrated that both brand recognition and recall were reduced by second screen activity across nearly all audio or visual consumption experiences. Further, while second screen use in an audiovisual setting did not interfere with consumers’ ability to recognize brands, indicating they were able to multitask and were not distracted, it inhibited their ability to recall brands from memory. This result provides evidence that second screen use may interfere with elaborative rehearsal and reduce cognitive capacity. Practical implications – Given that marketers are investing more resources than ever to achieve brand integration during televised events, these findings suggest that brands face challenges in achieving a requisite return on their investments. Originality/value – This study represents the first empirical investigation of the impact of consumers’ use of second screens in the academic literature, and has important implications for the sponsors of televised events.

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Zhan, Hong, Jian Jun Yang, and Yu Cheng Ding. "Improved Genetic Algorithm for Optimization of Multi-Source Pumping Tree-Type Pipe Network." Advanced Materials Research 402 (November 2011): 738–41. http://dx.doi.org/10.4028/www.scientific.net/amr.402.738.

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An optimization model for multi-source pumping tree-type pipe network is established, in which the investment and operating cost are considered simultaneously. Useing graph theory knowledge, the essence of pipe layout optimization for multi-sources tree-type pipe network is searching for a group of optimal subtrees. In the complete optimization of pipe network, the pipe layout mode and pipe diameter are needed to optimize simultaneously, so the dual coding genetic algorithm combining binary coding with integer coding is adopted, and the pipe diameter restriction is satisfied automatically. According to the tree character, method based on cycle is adopted in the operational process of binary coding, the partheno-genetic operation is designed to produce new individual, the infeasible solutions are avoided. Example shows the efficiency of the algorithm.

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Idrus, Ali, and Andreo Yudherta. "Pengembangan Augmented Reality Sebagai Media dalam Meningkatkan Pemahaman Teks Bacaan." JTP - Jurnal Teknologi Pendidikan 18, no. 3 (December 1, 2016): 144–55. http://dx.doi.org/10.21009/jtp1803.3.

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The main purpose of unitilize Augmented Reality is to visualize an object virtually in the real world thought visual and verbal(dual-coding). Dual-coding theory, is done to visualize reading text by using augmeted reality. Integration of text and marker on AR, had purposed by four scenarios, as 1) marker was partly made and placed beside text; 2) text directly as a marker; 3) text with frame as a marker; 4) marker as a background of text and made transparently. After the development of application and try outusing AR by using reading text three-demension object could be showed as a marker to trigger the object display.aplication could also track. The text by four diffrent scenerios of marker with the best result is by adding the frame in the text as a marker

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Kobayashi, Susumu. "Theoretical Issues concerning Superiority of Pictures over Words and Sentences in Memory." Perceptual and Motor Skills 63, no. 2 (October 1986): 783–92. http://dx.doi.org/10.2466/pms.1986.63.2.783.

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4 recent theories concerning the superiority of pictures in memory were reviewed, that is, the basic assumptions and problems of dual-coding theory, levels-of-processing view, the sensory-semantic model, and propositional theories were discussed and evaluations made. Then problems and further tasks in memory for pictures were discussed and suggestions for theoretical development were offered.

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Paivio, Allan, and Mark Sadoski. "Lexicons, Contexts, Events, and Images: Commentary on Elman (2009) From the Perspective of Dual Coding Theory." Cognitive Science 35, no. 1 (November 8, 2010): 198–209. http://dx.doi.org/10.1111/j.1551-6709.2010.01146.x.

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Hoeflaak, Arie. "Paivio's "Dual Coding Theory" en Effect van Visuele Stimuli op het Verwerken en Onthouden van Informatie." Toegepaste Taalwetenschap in Artikelen 66 (January 1, 2001): 91–99. http://dx.doi.org/10.1075/ttwia.66.08hoe.

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The use of video in foreign language teaching is considered to be a powerful tool by many teachers and researchers. It seems, however, that a sound 'video teaching methodology' has not yet been fully developed. This article sets out to present some reflections on the advantages of the use of video. We will then briefly describe some elements from two more or less theoretical studies, Lang (1995) and particularly Paivio (1986), and discuss the results of other experiments that we found in the literature. Finally, we will put forward some tentative ideas about experiments that we will prepare on the basis of the most important findings of other experiments. The main idea is that information is best processed if it is presented in a redundant way, e.g., both by an audio and a video channel. Many experiments claim that reversed subtitling (subtitles not in L1, but in L2 or FL) is the most successful visual support for foreign language learners. Our experimental design will be organized as follows. Subjects (pre-university students and first-year university students of French) will be divided into four experimental groups to be tested under four different conditions: 1) Image, sound (French spoken text), no subtitles; 2) Image, no sound, French subtitles; 3) No image, sound, subtitles; 4) Image, sound, subtitles. We hypothesize that condition 4 will yield the best result, but before conducting the experiment, we will have to examine three aspects: 1) The assessment format: subjects might consider open questions unclear, whereas, in closed questioning (true-false, multiple choice, cloze), items might be biased by the test constructor. 2) Clarifying the distinction between high, medium, and low redundancy. 3) Bi- or multimodal information input may lead to cognitive overload.

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Pritchett, Lena K., Jyotsna Vaid, Sumeyra Tosun, and Peter Walla. "Of black sheep and white crows: Extending the bilingual dual coding theory to memory for idioms." Cogent Psychology 3, no. 1 (January 22, 2016): 1135512. http://dx.doi.org/10.1080/23311908.2015.1135512.

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Pexman, Penny M., Ian S. Hargreaves, Jodi D. Edwards, Luke C. Henry, and Bradley G. Goodyear. "Neural Correlates of Concreteness in Semantic Categorization." Journal of Cognitive Neuroscience 19, no. 8 (August 2007): 1407–19. http://dx.doi.org/10.1162/jocn.2007.19.8.1407.

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In some contexts, concrete words (CARROT) are recognized and remembered more readily than abstract words (TRUTH). This concreteness effect has historically been explained by two theories of semantic representation: dual-coding [Paivio, A. Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255–287, 1991] and context-availability [Schwanenflugel, P. J. Why are abstract concepts hard to understand? In P. J. Schwanenflugel (Ed.), The psychology of word meanings (pp. 223–250). Hillsdale, NJ: Erlbaum, 1991]. Past efforts to adjudicate between these theories using functional magnetic resonance imaging have produced mixed results. Using event-related functional magnetic resonance imaging, we reexamined this issue with a semantic categorization task that allowed for uniform semantic judgments of concrete and abstract words. The participants were 20 healthy adults. Functional analyses contrasted activation associated with concrete and abstract meanings of ambiguous and unambiguous words. Results showed that for both ambiguous and unambiguous words, abstract meanings were associated with more widespread cortical activation than concrete meanings in numerous regions associated with semantic processing, including temporal, parietal, and frontal cortices. These results are inconsistent with both dual-coding and context-availability theories, as these theories propose that the representations of abstract concepts are relatively impoverished. Our results suggest, instead, that semantic retrieval of abstract concepts involves a network of association areas. We argue that this finding is compatible with a theory of semantic representation such as Barsalou's [Barsalou, L. W. Perceptual symbol systems. Behavioral & Brain Sciences, 22, 577–660, 1999] perceptual symbol systems, whereby concrete and abstract concepts are represented by similar mechanisms but with differences in focal content.

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Ensor, Tyler M., Tyler D. Bancroft, and William E. Hockley. "Listening to the Picture-Superiority Effect." Experimental Psychology 66, no. 2 (March 2019): 134–53. http://dx.doi.org/10.1027/1618-3169/a000437.

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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.

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Chung, Wen-Yu, Samir Wadhawan, Radek Szklarczyk, Sergei Kosakovsky Pond, and Anton Nekrutenko. "A First Look at ARFome: Dual-Coding Genes in Mammalian Genomes." PLoS Computational Biology 3, no. 5 (May 18, 2007): e91. http://dx.doi.org/10.1371/journal.pcbi.0030091.

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Lwin, May O., Maureen Morrin, and Aradhna Krishna. "Exploring the superadditive effects of scent and pictures on verbal recall: An extension of dual coding theory☆." Journal of Consumer Psychology 20, no. 3 (July 2010): 317–26. http://dx.doi.org/10.1016/j.jcps.2010.04.001.

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KATOK, SVETLANA, and ILIE UGARCOVICI. "Applications of (a,b)-continued fraction transformations." Ergodic Theory and Dynamical Systems 32, no. 2 (September 19, 2011): 739–61. http://dx.doi.org/10.1017/s0143385711000460.

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AbstractWe describe a general method of arithmetic coding of geodesics on the modular surface based on the study of one-dimensional Gauss-like maps associated to a two-parameter family of continued fractions introduced in [Katok and Ugarcovici. Structure of attractors for (a,b)-continued fraction transformations.J. Modern Dynamics4(2010), 637–691]. The finite rectangular structure of the attractors of the natural extension maps and the corresponding ‘reduction theory’ play an essential role. In special cases, when an (a,b)-expansion admits a so-called ‘dual’, the coding sequences are obtained by juxtaposition of the boundary expansions of the fixed points, and the set of coding sequences is a countable sofic shift. We also prove that the natural extension maps are Bernoulli shifts and compute the density of the absolutely continuous invariant measure and the measure-theoretic entropy of the one-dimensional map.

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Matei, Sorin Adam, Lance Madsen, and Robert Bruno. "Information Acquisition and Recall in Location-Aware and Search Engine Retrieval Systems." International Journal of Information Technology and Web Engineering 5, no. 2 (April 2010): 32–52. http://dx.doi.org/10.4018/jitwe.2010040103.

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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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Sadoski, Mark, Ernest T. Goetz, and Joyce B. Fritz. "Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design." Journal of Educational Psychology 85, no. 2 (1993): 291–304. http://dx.doi.org/10.1037/0022-0663.85.2.291.

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Mayer, Richard E., and Valerie K. Sims. "For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning." Journal of Educational Psychology 86, no. 3 (September 1994): 389–401. http://dx.doi.org/10.1037/0022-0663.86.3.389.

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HOSSEINI, A., and A. RAHNAMAI BARGHI. "TABLE ALGEBRAS OF RANK 3 AND ITS APPLICATIONS TO STRONGLY REGULAR GRAPHS." Journal of Algebra and Its Applications 12, no. 05 (May 7, 2013): 1250216. http://dx.doi.org/10.1142/s0219498812502167.

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A table algebra is called quasi self-dual if there exists a permutation on the set of primitive idempotents under which any Krein parameter is equal to its corresponding structure constants. In this paper we investigate the question of when a table algebra of rank 3 is quasi self-dual. As a direct consequence we find necessary and sufficient conditions for the Bose–Mesner algebra of a given strongly regular graph to be quasi self-dual. In fact, our result generalizes the well-known Delsarte's characterization of a self-duality of the Bose–Mesner algebra of a strongly regular graph given in [P. Delsarte, An algebraic approach to the association schemes of coding theory, Philips Res. Rep. Suppl.10 (1973) 1–97]. Among our results we determine conditions under which the Krein parameters of an integral table algebra of rank 3 are non-negative rational numbers.

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Mofrad, Asieh Abolpour, Matthew G. Parker, Zahra Ferdosi, and Mohammad H. Tadayon. "Clique-Based Neural Associative Memories with Local Coding and Precoding." Neural Computation 28, no. 8 (August 2016): 1553–73. http://dx.doi.org/10.1162/neco_a_00856.

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Techniques from coding theory are able to improve the efficiency of neuroinspired and neural associative memories by forcing some construction and constraints on the network. In this letter, the approach is to embed coding techniques into neural associative memory in order to increase their performance in the presence of partial erasures. The motivation comes from recent work by Gripon, Berrou, and coauthors, which revisited Willshaw networks and presented a neural network with interacting neurons that partitioned into clusters. The model introduced stores patterns as small-size cliques that can be retrieved in spite of partial error. We focus on improving the success of retrieval by applying two techniques: doing a local coding in each cluster and then applying a precoding step. We use a slightly different decoding scheme, which is appropriate for partial erasures and converges faster. Although the ideas of local coding and precoding are not new, the way we apply them is different. Simulations show an increase in the pattern retrieval capacity for both techniques. Moreover, we use self-dual additive codes over field [Formula: see text], which have very interesting properties and a simple-graph representation.

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Krasny, Karen A. "Toward an embodied account of double-voiced discourse: The critical role of imagery and affect in Bakhtin’s dialogic imagination." Semiotica 2016, no. 213 (November 1, 2016): 177–96. http://dx.doi.org/10.1515/sem-2016-0159.

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AbstractDrawing from Paivio’s (1986, Mental representations: A dual coding approach. New York: Oxford University Press, 1991, Images in mind: The evolution of a theory. New York: Harvester Wheatsheaf, 2007, Mind and its evolution: A dual coding theoretical approach. Mahwah, NJ: Lawrence Erlbaum) dual-coding theory, I argue that an understanding of the structure and function of mental imagery and affect can lead to an embodied and more comprehensive account of the addressivity that characterizes Bakhtin’s double-voiced discourse. A dialogic exchange between characters in Orhan Pamuk’s (2004, Snow. New York: Vintage) Snow provides a literary example of an intersubjective encounter to demonstrate that crafting consciousness in the novel and sustaining Bakhtin’s double-voiced discourse relies on the cognitive capacity to access both verbal and non-verbal imagery. I position Bakhtinian dialogism within a historical overview of the nature of mind and mental imagery in western philosophy to elucidate the tenuous relation between Bakhtin’s dialogic existence and the principles of empiricism as expressed in Dewey (1987 [1934], Art as experience. In Jo Ann Boydston (ed.), The later works of John Dewey, 1925–1953, vol. 10. Carbondale, IL: Southern Illinois University Press, 1980 [1916], Democracy and education. In Jo Ann Boydston (ed.), The middle works of John Dewey, 1899–1924, vol. 9. Carbondale, IL: Southern Illinois University Press) and Mead (1934, Mind, self, and society. Chicago: University of Chicago Press, 1964, The objective reality of perspectives. In A. Reck (ed.) Selected writings, 312–314. Chicago: University of Chicago Press). With reference to Damasio’s (1999, The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt) neurobiological account of consciousness, Langer’s (1957, Philosophy in a new key: A study in the symbolism of reason, rite, and art. Cambridge, MA: Harvard University Press) evolutionary account of language, and Thompson’s (2007, Mind in life: Biology, phenomenology and the sciences of mind. Cambridge, MA: Harvard University Press) phenomenological account of empathy, I outline how Bakhtin’s dialogism differs from embodied theories of mind and consciousness in several fundamental ways to preclude a full appreciation of the other’s empathetic experience of oneself in authoring a socially shared existence.

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BURAK, DURMUS. "Investigating The Effects of Instructional Materials Prepared Based on Dual Coding Theory on Cognitive Schemata: A Mixed Method Study." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 1, no. 19 (April 30, 2018): 301–20. http://dx.doi.org/10.29299/kefad.2018.19.008.

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Jung, Junwoo, Seung-Lee Mun, and Won-Seok Lee. "The difference between recognition of destination image and visit intention according to information delivery method : Using dual-coding theory." International Journal of Tourism and Hospitality Research 35, no. 3 (March 31, 2021): 43–55. http://dx.doi.org/10.21298/ijthr.2021.3.35.3.43.

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Ray, Dipanjan, Nilambari Hajare, Dipanjan Roy, and Arpan Banerjee. "Large-scale Functional Integration, Rather than Functional Dissociation along Dorsal and Ventral Streams, Underlies Visual Perception and Action." Journal of Cognitive Neuroscience 32, no. 5 (May 2020): 847–61. http://dx.doi.org/10.1162/jocn_a_01527.

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Visual dual-stream theory posits that two distinct neural pathways of specific functional significance originate from primary visual areas and reach the inferior temporal (ventral) and posterior parietal areas (dorsal). However, there are several unresolved questions concerning the fundamental aspects of this theory. For example, is the functional dissociation between ventral and dorsal stream driven by features in input stimuli or is it driven by categorical differences between visuoperceptual and visuomotor functions? Is the dual stream rigid or flexible? What is the nature of the interactions between the two streams? We addressed these questions using fMRI recordings on healthy human volunteers and employing stimuli and tasks that can tease out the divergence between visuoperceptual and visuomotor variants of dual-stream theory. fMRI scans were repeated after seven practice sessions that were conducted in a non-MRI environment to investigate the effects of neuroplasticity. Brain activation analysis supports an input-based functional dissociation and existence of context-dependent neuroplasticity in dual-stream areas. Intriguingly, premotor cortex activation was observed in the position perception task and distributed deactivated regions were observed in all perception tasks, thus warranting a network-level analysis. Dynamic causal modeling analysis incorporating activated and deactivated brain areas during perception tasks indicates that the brain dynamics during visual perception and actions could be interpreted within the framework of predictive coding. Effectively, the network-level findings point toward the existence of more intricate context-driven functional networks selective of “what” and “where” information rather than segregated streams of processing along ventral and dorsal brain regions.

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Zhang, Fan, Hengjun Zhu, Kan Bian, Pengcheng Liu, and Jianhui Zhang. "Absolute Position Coding Method for Angular Sensor—Single-Track Gray Codes." Sensors 18, no. 8 (August 19, 2018): 2728. http://dx.doi.org/10.3390/s18082728.

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Single-track Gray codes (STGCs) is a type of absolute position coding method for novel angular sensors, because it has single-track property over traditional Gray codes and mono-difference over linear feedback shift register codes. However, given that the coding theory of STGCs is incomplete, STGC construction is still a challenging task even though it has been defined for more than 20 years. Published coding theories and results on STGCs are about two types of STGC, namely, necklace and self-dual necklace ordering, which are collectively called as k-spaced head STGCs. To find a new code, three constraints on generating sequences are proposed to accelerate the searching algorithm, and the complete searching result of length-6 STGCs is initially obtained. Among the entire 132 length-6 STGCs, two novel types of STGCs with non-k-spaced heads are found, and the basic structures of these codes with the general length n are proposed and defined as twin-necklace and triplet-necklace ordering STGCs. Furthermore, d-plet-necklace ordering STGC, which unifies all the known STGCs by changing the value of d, is also defined. Finally, a single-track absolute encoder prototype is designed to prove that STGCs are as convenient as the traditional position coding methods.

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Gaweesh, Khaled, and Manar Daher. "The effects of using photos in Arabic news websites on the audience’s comprehension and recall: A pilot research." Journal of Applied Journalism & Media Studies 00, no. 00 (April 15, 2021): 1–21. http://dx.doi.org/10.1386/ajms_00050_1.

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This interdisciplinary research aims to examine the effects of photos used in Arabic news websites on both comprehension and recall among readers. The dual-coding theory was used as a theoretical framework. The research used an experimental design of two groups to test the effects of photos on comprehension and recall of the news content included in two news websites created specifically for the experiment. Two groups of 80 university students have participated voluntarily in the experiment. The results indicated that the use of photos in the news website has increased significantly the levels of both comprehension and recall among respondents.

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Moody, Stephanie, Xueyan Hu, Li-Jen Kuo, Mohammed Jouhar, Zhihong Xu, and Sungyoon Lee. "Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice." Education Sciences 8, no. 4 (October 23, 2018): 180. http://dx.doi.org/10.3390/educsci8040180.

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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Journal articles on the topic 'Dual coding theory'

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