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Öğrenme Ve Öğretmede A Paivio’nun ikili Kodlama Kuramı

Year 2005, Volume: 14 Issue: 2, 29 - 48, 01.09.2005

Abstract

Developed by Allan Paivio 1971 The Dual Coding Theory of cognitive representation is about two different subsystems: Imagery System is specialized for representation and processing of information concerning nonverbal objects Verbal System deals strictly with language Paivio argues that concrete words have the advantage for learning over abstract words since concrete words has a chance to be dual coded into both imagery and verbal systems Supporting evidence from studies as well as critiques to the theory is presented KEY WORDS: Dual Coding Theory Paivio imagery

References

  • Amlund, J. T., Gaffney, J., & Kulhavy, R. W. (1985). Map feature content and text recall of good and poor readers. Journal of Reading Behavior, 17, 317- 330.
  • Anatasi, A. (1988). Psychological Testing (6th ed.), New York: Macmillan.
  • Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-825.
  • Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary, Journal of Experimental Psychology: Human Learning and Memory, 104, 126-133.
  • Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and education. Educational Psychology Review, 3(3), 1991, 149-210.
  • Dansereau, D. F., Collins, K. W., McDonald, B. A., Holley, C. D., Garland, J., Diekhoff, G., and Evans, S. H. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 64- 73.
  • Das, J. P., Kirby, J., and Jarman, R. F. (1975). Simultaneous and successive syntheses: An alternative model for cognitive abilities. Psychological Bulletin, 82, 87-103.
  • Denckla, M. B., Rudel, R. G., and Broman, M. (1981). Tests that discriminate between dyslexic and other learning-disabled boys. Brain and Language, 13, 118-129.
  • Denis, M. (1984). Imagery and prose: A critical review of research on adults and children. Text, 4. 381-401.
  • Doheny, M. O. (1993). Effects of mental practice on performance of a psychomotor skill. Journal of Mental Imagery, 17, 111-118.
  • Feltz, D. L. and Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5, 25-57.
  • Gambrell, L.B. (1982). Induced mental imagery and the text prediction performance of first and third graders. In J. A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction (31st yearbook or the National Reading Conference, 131-135). Rochester, NY: National Reading Conference.
  • Gardner, M. F. (1979). Expressive One-Word Picture Vocabulary Test, Novato, CA: Academic Therapy Publications.
  • Glenberg, A. M., Meyer, M., and Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83.
  • Hunt, R. R. & Ellis, H.C. (1999). Fundamentals of cognitive psychology. 6 ed. Boston, MA: McGraw-Hill.
  • Jackson, D. N. (1984). Multidimensional Aptitude Battery (MAB): Manual, Port Huron, MI: Research Psychologists Press.
  • Johnson, C. J., and Clark, J. M. (1988). Children’s picture naming difficulty and errors: Effects of age of acquisition, uncertainty, and name generality. Applied Psycholinguistics, 9, 351-365.
  • Johnson-Laird, P. N. (1972). The three-term series problem. Cognition, 1, 57
  • Kaufmann, A. S., and Kaufman, N. L. (1983). Kaufman Assessment Battery for Children, Circle Pine, MN: American Guidance Service.
  • Kieras, D.(1978). Beyond picture and words: Alternative information processing models for imagery effect in verbal memory. Psychological Bulletin, 85, 532-554
  • Kulhavy, R. W., and Kardash, C. A. M. (1988). Studying study: An analysis of instructional encoding behavior. Educational and Psychological Research, 8, 25-38.
  • Lambert, W.E. and Paivio, A. (1956). The influence of noun-adjective order on learning. Canadian Journal of Psychology, 10, 9-12.
  • Ley, R. G. (1983). Cerebral laterality and imagery. In A. A. Sheikh (Ed.), Imagery: Current theory, research, and application. New York: Wiley.
  • Levin and Berry (1980)
  • Linde, J. T. (1982) Picture and words in semantic decision. In John Yuille (Ed.). Imagery, memory and cognition: Essays in honor of Allan Paivio. 117- 129.
  • Marschark, M., & Paivio, A. (1977) Integrative processing of concrete and abstract sentences. Journal of Verbal Learning and Verbal Behavior, 16, 217- 231.
  • Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a Dual Coding hypothesis. Journal of Educational Psychology, 83, 484-490.
  • Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a Dual Coding Theory of Multimedia Learning. Journal of Educational Psychology, 86(3), 389-401.
  • Najjar, L. J. (1996). Multimedia information and learning. Journal of Educational Multimedia and Hypermedia, 5, 129-150.
  • Paivio, A. (1963). Learning of adjective-noun paired associates as a function of adjective-noun word order and noun abstractness. Canadian Journal of Psychology, 17 370-379.
  • Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired- associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
  • Paivio, A. (1968). A factor-analytic study of word attributes and verbal learning. Journal of Verbal Learning and Verbal Behavior, 7, 41-49.
  • Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston.
  • Paivio, A. (1975). Imagery and synchronic thinking. Canadian Psychological Review, 16, 147-163.
  • Paivio, A.(1978) Mental comparisons involving abstract attributes. Memory and Cognition, 6, 199-208.
  • Paivio, A. (1980). Imagery as a private audiovisual aid. Instructional Science, 9, 295-309.
  • Paivio, A.(1982) The empirical case for dual coding. In John Yuille (Ed.). Imagery, memory and cognition: Essays in honor of Allan Paivio. 307-332. Pub????????
  • Paivio, A. (1986). Mental Representations. New York: Oxford University Press.
  • Paivio, A. (1991a). Images in Mind. New York: Harvester Wheatsheaf.
  • Paivio, A. (1991b). Dual Coding Theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287.
  • Paivio, A., Clark, J. M., Digdon, N., and Bons, T. (1989). Referential processing: Reciprocity and correlates of naming and imaging. Memory and Cognition, 17, 163-174.
  • Paivio, A. and Csapo, K. (1973) Concrete-image and verbal memory codes. Journal of Experimental Psychology, 80, 279-285.
  • Paivio, A. and Ernest, C. (1971). Imagery ability and visual perception of verbal and nonverbal stimuli. Perception & Psychophysics, 10, 429-432.
  • Paivio, A. & Marschark, M.(1980). Comparative judgments of animal intelligence and pleasantness. Memory and Cognition, 20, 532-539.
  • Paivio, A. & Walsh, M. Bons, T.(1994) Concreteness effects on memory: when and why? Journal of Experimental Psychology:Learning Memory and Cognition, 20, 1196-204.
  • Paivio, A. and Yarmey, A.D. (1966). Pictures versus words as stimuli and responses in paired-associate learning. Psychonomic Science, 5, 235-236.
  • Paivio, A., Yuille, J.C. and Madigan, S. (1969). Concreteness, imagery, and meaningfulness values for 925 nouns. Journal of Experimental Psychology Monograph Supplement, 78, (1, pt. 2).
  • Pressley, M. (1977). Imagery and children’s learning: putting the picture in developmental perspective. Review of Educational Research, 47, 585-622.
  • Pylyshyn , L.(1973) What the mind’s eye tells the mind’s brain: a critique of mental imagery. Psychological Bulletin, 80, 1-24.
  • Rieber, L. P. (1990). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82, 1, 135-140.
  • Rieber, L.P. (1994). Computers, graphics and learning. Madison.WI: WCB Brown and Benchmark. Rieber, L. P. (1995). A historical review of visualization in human cognition. ETR&D, 43(1), 45-56.
  • Sadoski, M. (1992). Imagination, cognition, and persona. Rhetoric Review, 10, 266-278.
  • Sadoski, M., & Paivio, A. (1994). A Dual Coding view of imagery and verbal processes in reading comprehension. pp.582-601 in R.B. Ruddell, M.R. Ruddell, H. Singer (eds). Theoretical Models and Processes of Reading (4 ed.) Newark, DE: International Reading Association.
  • Sezgin, M. E. ve Köymen, Ü. (2001). İkili kodlama kuramına dayalı olarak hazırlanan çoklu ortam ders yazılımının fen bilgisi öğretiminde akademik başarıya etkisi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, Sayı.4, 134- 145.
  • Snowling, M., Van Wagtendonk, B., and Stafford, C. (1988). Object naming deficits in developmental dJyslexia. Journal of Research in Reading, 11, 67
  • Thompson, V. A. and Paivio, A. (1994). Memory for pictures and sounds: Independence of auditory and visual sounds. Canadian Journal of Experimental Psychology, 48, 380-396.
  • Van der Wissel, A. (1988). Hampered production of words as characteristic of school failure. Journal of Learning Disabilities, 21, 517-518.
  • Weinstein, C. E., Underwood, V. L., Wicker, F. W., and Cubberly, W. E. (1979). Cognitive learning strategies: Verbal and imaginal elaboration. In O’Neill, H. F., and Spielberger, C. D. (eds.), Cognitive and Affective Learning Strategies, New York: Academic Press, 45-75.
  • Weschler, D. (1974). Manual for the Weschler Intelligence Scale for Children- Revised, New York: The Psychological Corporation.
  • Winn, W. (1989). The design and use of instructional graphics. In H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures (pp. 125- 144). New York: Elsevier Science Publishers B.V. (North-Holland).
  • Whitehead, D. (2001). Parallels between dual coding theory ve quantum physics. Encounter: Education for meaning and social justice. V14, N3, 42-47.
  • Wittrock, M. C., and Alesandrini, K. (1990). Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal, 27, 489-502.
  • Zimler, J. Kenan, J. M (1983) Imagery in the congrenitally blind: how visual are visual images? Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 260-282.

ÖĞRENME VE ÖĞRETMEDE A. PAIVO’NUN İKİLİ KODLAMA KURAMI

Year 2005, Volume: 14 Issue: 2, 29 - 48, 01.09.2005

Abstract

Allan Paivio (1971) tarafından geliştirilen İkili Kodlama Kuramı, birbirinde
yapısal ve işlevsel yönden farklı iki bilişsel alt-sistemle ilgilidir. İmgelem sistemi sözel
olmayan nesnelerin, sözel sistem ise dile ilişkin olguların bellekte temsili ve işlenilmesi
ile ilgilenirler. Paivio öğrenmede somut kelimelerin hem sözel hem de imgelem
sisteminde temsil edilebilmesi olasılıkları nedeniyle, soyut kelimelere kıyasla daha
avantajlı durumda olduklarını savunmuştur. Destekleyici kanıtlar, kurama karşı sunulan
eleştirilerle birlikte sunulmaktadır.

References

  • Amlund, J. T., Gaffney, J., & Kulhavy, R. W. (1985). Map feature content and text recall of good and poor readers. Journal of Reading Behavior, 17, 317- 330.
  • Anatasi, A. (1988). Psychological Testing (6th ed.), New York: Macmillan.
  • Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-825.
  • Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary, Journal of Experimental Psychology: Human Learning and Memory, 104, 126-133.
  • Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and education. Educational Psychology Review, 3(3), 1991, 149-210.
  • Dansereau, D. F., Collins, K. W., McDonald, B. A., Holley, C. D., Garland, J., Diekhoff, G., and Evans, S. H. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 64- 73.
  • Das, J. P., Kirby, J., and Jarman, R. F. (1975). Simultaneous and successive syntheses: An alternative model for cognitive abilities. Psychological Bulletin, 82, 87-103.
  • Denckla, M. B., Rudel, R. G., and Broman, M. (1981). Tests that discriminate between dyslexic and other learning-disabled boys. Brain and Language, 13, 118-129.
  • Denis, M. (1984). Imagery and prose: A critical review of research on adults and children. Text, 4. 381-401.
  • Doheny, M. O. (1993). Effects of mental practice on performance of a psychomotor skill. Journal of Mental Imagery, 17, 111-118.
  • Feltz, D. L. and Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5, 25-57.
  • Gambrell, L.B. (1982). Induced mental imagery and the text prediction performance of first and third graders. In J. A. Niles & L.A. Harris (Eds.), New inquiries in reading research and instruction (31st yearbook or the National Reading Conference, 131-135). Rochester, NY: National Reading Conference.
  • Gardner, M. F. (1979). Expressive One-Word Picture Vocabulary Test, Novato, CA: Academic Therapy Publications.
  • Glenberg, A. M., Meyer, M., and Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83.
  • Hunt, R. R. & Ellis, H.C. (1999). Fundamentals of cognitive psychology. 6 ed. Boston, MA: McGraw-Hill.
  • Jackson, D. N. (1984). Multidimensional Aptitude Battery (MAB): Manual, Port Huron, MI: Research Psychologists Press.
  • Johnson, C. J., and Clark, J. M. (1988). Children’s picture naming difficulty and errors: Effects of age of acquisition, uncertainty, and name generality. Applied Psycholinguistics, 9, 351-365.
  • Johnson-Laird, P. N. (1972). The three-term series problem. Cognition, 1, 57
  • Kaufmann, A. S., and Kaufman, N. L. (1983). Kaufman Assessment Battery for Children, Circle Pine, MN: American Guidance Service.
  • Kieras, D.(1978). Beyond picture and words: Alternative information processing models for imagery effect in verbal memory. Psychological Bulletin, 85, 532-554
  • Kulhavy, R. W., and Kardash, C. A. M. (1988). Studying study: An analysis of instructional encoding behavior. Educational and Psychological Research, 8, 25-38.
  • Lambert, W.E. and Paivio, A. (1956). The influence of noun-adjective order on learning. Canadian Journal of Psychology, 10, 9-12.
  • Ley, R. G. (1983). Cerebral laterality and imagery. In A. A. Sheikh (Ed.), Imagery: Current theory, research, and application. New York: Wiley.
  • Levin and Berry (1980)
  • Linde, J. T. (1982) Picture and words in semantic decision. In John Yuille (Ed.). Imagery, memory and cognition: Essays in honor of Allan Paivio. 117- 129.
  • Marschark, M., & Paivio, A. (1977) Integrative processing of concrete and abstract sentences. Journal of Verbal Learning and Verbal Behavior, 16, 217- 231.
  • Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a Dual Coding hypothesis. Journal of Educational Psychology, 83, 484-490.
  • Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a Dual Coding Theory of Multimedia Learning. Journal of Educational Psychology, 86(3), 389-401.
  • Najjar, L. J. (1996). Multimedia information and learning. Journal of Educational Multimedia and Hypermedia, 5, 129-150.
  • Paivio, A. (1963). Learning of adjective-noun paired associates as a function of adjective-noun word order and noun abstractness. Canadian Journal of Psychology, 17 370-379.
  • Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired- associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 32-38.
  • Paivio, A. (1968). A factor-analytic study of word attributes and verbal learning. Journal of Verbal Learning and Verbal Behavior, 7, 41-49.
  • Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston.
  • Paivio, A. (1975). Imagery and synchronic thinking. Canadian Psychological Review, 16, 147-163.
  • Paivio, A.(1978) Mental comparisons involving abstract attributes. Memory and Cognition, 6, 199-208.
  • Paivio, A. (1980). Imagery as a private audiovisual aid. Instructional Science, 9, 295-309.
  • Paivio, A.(1982) The empirical case for dual coding. In John Yuille (Ed.). Imagery, memory and cognition: Essays in honor of Allan Paivio. 307-332. Pub????????
  • Paivio, A. (1986). Mental Representations. New York: Oxford University Press.
  • Paivio, A. (1991a). Images in Mind. New York: Harvester Wheatsheaf.
  • Paivio, A. (1991b). Dual Coding Theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287.
  • Paivio, A., Clark, J. M., Digdon, N., and Bons, T. (1989). Referential processing: Reciprocity and correlates of naming and imaging. Memory and Cognition, 17, 163-174.
  • Paivio, A. and Csapo, K. (1973) Concrete-image and verbal memory codes. Journal of Experimental Psychology, 80, 279-285.
  • Paivio, A. and Ernest, C. (1971). Imagery ability and visual perception of verbal and nonverbal stimuli. Perception & Psychophysics, 10, 429-432.
  • Paivio, A. & Marschark, M.(1980). Comparative judgments of animal intelligence and pleasantness. Memory and Cognition, 20, 532-539.
  • Paivio, A. & Walsh, M. Bons, T.(1994) Concreteness effects on memory: when and why? Journal of Experimental Psychology:Learning Memory and Cognition, 20, 1196-204.
  • Paivio, A. and Yarmey, A.D. (1966). Pictures versus words as stimuli and responses in paired-associate learning. Psychonomic Science, 5, 235-236.
  • Paivio, A., Yuille, J.C. and Madigan, S. (1969). Concreteness, imagery, and meaningfulness values for 925 nouns. Journal of Experimental Psychology Monograph Supplement, 78, (1, pt. 2).
  • Pressley, M. (1977). Imagery and children’s learning: putting the picture in developmental perspective. Review of Educational Research, 47, 585-622.
  • Pylyshyn , L.(1973) What the mind’s eye tells the mind’s brain: a critique of mental imagery. Psychological Bulletin, 80, 1-24.
  • Rieber, L. P. (1990). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82, 1, 135-140.
  • Rieber, L.P. (1994). Computers, graphics and learning. Madison.WI: WCB Brown and Benchmark. Rieber, L. P. (1995). A historical review of visualization in human cognition. ETR&D, 43(1), 45-56.
  • Sadoski, M. (1992). Imagination, cognition, and persona. Rhetoric Review, 10, 266-278.
  • Sadoski, M., & Paivio, A. (1994). A Dual Coding view of imagery and verbal processes in reading comprehension. pp.582-601 in R.B. Ruddell, M.R. Ruddell, H. Singer (eds). Theoretical Models and Processes of Reading (4 ed.) Newark, DE: International Reading Association.
  • Sezgin, M. E. ve Köymen, Ü. (2001). İkili kodlama kuramına dayalı olarak hazırlanan çoklu ortam ders yazılımının fen bilgisi öğretiminde akademik başarıya etkisi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, Sayı.4, 134- 145.
  • Snowling, M., Van Wagtendonk, B., and Stafford, C. (1988). Object naming deficits in developmental dJyslexia. Journal of Research in Reading, 11, 67
  • Thompson, V. A. and Paivio, A. (1994). Memory for pictures and sounds: Independence of auditory and visual sounds. Canadian Journal of Experimental Psychology, 48, 380-396.
  • Van der Wissel, A. (1988). Hampered production of words as characteristic of school failure. Journal of Learning Disabilities, 21, 517-518.
  • Weinstein, C. E., Underwood, V. L., Wicker, F. W., and Cubberly, W. E. (1979). Cognitive learning strategies: Verbal and imaginal elaboration. In O’Neill, H. F., and Spielberger, C. D. (eds.), Cognitive and Affective Learning Strategies, New York: Academic Press, 45-75.
  • Weschler, D. (1974). Manual for the Weschler Intelligence Scale for Children- Revised, New York: The Psychological Corporation.
  • Winn, W. (1989). The design and use of instructional graphics. In H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures (pp. 125- 144). New York: Elsevier Science Publishers B.V. (North-Holland).
  • Whitehead, D. (2001). Parallels between dual coding theory ve quantum physics. Encounter: Education for meaning and social justice. V14, N3, 42-47.
  • Wittrock, M. C., and Alesandrini, K. (1990). Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal, 27, 489-502.
  • Zimler, J. Kenan, J. M (1983) Imagery in the congrenitally blind: how visual are visual images? Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 260-282.
There are 63 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Habibe Aldağ This is me

Publication Date September 1, 2005
Submission Date December 29, 2013
Published in Issue Year 2005 Volume: 14 Issue: 2

Cite

APA Aldağ, H. (2005). ÖĞRENME VE ÖĞRETMEDE A. PAIVO’NUN İKİLİ KODLAMA KURAMI. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 29-48.