Module 1.4

Human Cognitive Architecture (II)

Long-term memory models, encoding, and retrieval; dual coding theory in the context of multimedia learning

Goals and Outcomes

Outcomes

After completing this module, students will be able to:

  • describe two types of long-term memory
  • describe four views for long-term memory
  • identify a variety of methods to enhance long-term memory
  • describe dual coding theory in terms of mental system (verbal and nonverbal)
  • describe unified explanations for educational psychology of dual coding theory
  • identify methods for instruction improvement based upon dual coding theory
  • describe extension of dual coding theory for multimedia learning
  • identify the impact of individual differences on learning from visual and verbal instruction
  • identify the role of spatial ability in learning from words and pictures about how a (respiratory) system works.

Selected Readings

Required

  • Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 91-110). Boston, MA: Allyn and Bacon.
  • Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
    Download (PDF, 1 MB)

Recommended:

  • 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, 389-401.
    Download (PDF, 1.3 MB)
  • Pylyshyn, Z.W. (2003). Return of the mental image: Are there really pictures in the brain? Trends in Cognitive Science, 7, 113-118.
    Download (PDF, 326 KB)

“To Do” List

Discussions

Assisting Student Learning through Dual Coding Theory

Based upon dual coding theory, memory for words and text benefit from elaborate imagery, concreteness, and associative organization. Reflect one of your instructional or training units and describe how you can improve your teaching by assisting students’ learning of words or text with the assistance of “elaborate imagery, concreteness, and associative organization.”

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads.Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Assignments

Multimedia Product Critique Paper #1

Please read the Multimedia Product Critiques page for details about this assignment. 

Overview

Throughout this course, students will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.

Due Dates

  • Critique Paper #1: (Due: the 1st day on Module 2.2)
  • Critique Paper #2: (Due: the 1st day on Module 3.2)
  • Critique Paper #3: (Due: the 1st day on Module 4.3)
Annotated Bibliographies for Module 1.4

Please read the Annotated Bibliographies for Module Reading page for details about this assignment. 

Outcomes

After completing this assignment, you will be able to:

  • describe two types of long-term memory
  • describe four views for long-term memory
  • identify a variety of methods to enhance long-term memory
  • describe dual coding theory in terms of mental system (verbal and nonverbal)
  • describe unified explanations for educational psychology of dual coding theory
  • identify methods for instruction improvement based upon dual coding theory
  • describe extension of dual coding theory for multimedia learning
  • identify the impact of individual differences on learning from visual and verbal instruction
  • identify the role of spatial ability in learning from words and pictures about how a (respiratory) system works.

Instructions

  1. Read all assigned reading carefully and thoroughly.
  2. Summarize the most important ideas and questions for ALL journal articles or book chapters covered in the week (including the one you find).
  3. For EACH journal article or book chapter, the summary should be between 150 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. View an synthesis example at the Template page.
  4. Compose all of your annotated bibliographies in MS Word and check for spelling/grammatical errors.
  5. Post your synthesis text onto a Weebly page as online text (not file attachment) and label the page appropriately.

Submitting and Posting 

  1. To submit your work, copy and paste your synthesis text onto the corresponding link under Submissions inside Moodle before 11:59 p.m. U.S. EST/EDT on the following Monday.

Grading
Grades on the synthesis will be based on the requirement listed in the Annotated Bibliographies for Module Reading page. Read it carefully to get a sense of the instructor’s specific expectations.