EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies for Module 4

#1 Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). (pp. 91-110). Boston,
MA: Allyn and Bacon.
In this section of the book, long-term memory was the main focus. Semantic memory and
episodic memory were compared. Semantic memory is general information stored in memory
that can be recalled at a later time independently (Driscoll, 2006, pp. 91). Episodic memory is
memory for specific events (Driscoll, 2005, pp.91). In the educational field, semantic memory is
the most important.
Some representation and storage models for long-term memory are network models, feature
comparison model, propositional model of LTM, parallel distributed processing models, and
dual-code models. Network models can represent individual differences in learners (Driscoll,
2005, pp. 92). In a feature comparison model, distinguishes between defining and characteristic
features (Driscoll, 2005, pp. 93). Proposition models take knowing the basic unit to be the
proposition (Driscoll, 2005, pp. 94). The Parallel Distributed Processing Model (PDP) has many
advantages over the other models in that they account for the nature of human learning and that
they explain cognitive development (Driscoll, 2005, pp. 96).
#2 Clark, J.M., Paivio, A. (1991). Dual coding theory and education. Educational Psychology
Review, 3, 149-210.
In this article, that dual-coding has different parts to make it effective. The verbal and the
nonverbal representations. Visual, auditory, and articulatory are some of the components of the
verbal system (Clark & Paivio, 1991, pp. 151). Some nonverbal representations are
environmental sounds, actions, and other nonlinguistic objects (Clark & Paivio, 1991, pp.151).
There are links between the two systems and they are called referential connections (Clark &
Paivio, 1991, pp.153). In the referential connections, it connects the corresponding codes such as
verbal and imaginal (Clark & Paivio, 1991, pp.153). Another connection is called associative
connections. In the associative connections, it joins the representations in the verbal and
nonverbal systems (Clark & Paivio, 1991, pp. 153).
Dual-coding theory plays a role in imagery processes in school learning. The two imagery-based
processes used in memory for paragraphs were elaboration and organization (Clark & Paivio,
1991, pp. 165). The authors state that generating images produces better recall than repeated
methods such as repeating words aloud or silently (Clark & Paivio, 1991, pp. 166).
#3 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.
In this article, the authors state that implementing technology and multimedia devices in classes
exist today. There has been plenty of research that shows presenting information with text and
illustrations together increases learning in a positive way (Mayer & Sims, 1994, pp. 389). Dual-
coding theory was introduced and how it could possibly help students use verbal and visual
information to understand information (Mayer & Sims, 1994, pp.389).

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EDIT 720 Jennifer N. Hudson, M.Ed.

In the dual-coding theory, there is a three-process model of how information is presented. First,
there is the presentation of verbal explanation and then that converts to the mental representation
of verbal system in the working memory. Second, there is the presentation of the visual
explanation and then that converts to the mental representation of visual system in the working
memory. Lastly, in doing both of those, the information later then gets transferred to long-term
memory. When it is time for students to perform rather it is formal or informal assessments,
students should be able to retain more information (Mayer & Sims, 1994, pp. 390).
#4 Pylyshyn, Z.W. (2003). Return of the mental image: Are there really pictures in the brain?
Trends in Cognitive Science, 7, 113-118.
In this article Pylyshyn (2003) discusses the study of mental imagery. He states that there is a big
difference between thinking about how something looks versus what it means (pp. 113). In some
studies, it was claimed to support the picture theory. In this study though, many of the people
asked themselves what it would be like to see it (Pylyshyn, 2005, pp. 113).
Picture theorists have denied that there are literal pictures in the brain (Pylshyn, 2005, pp. 114).
They have found that scanning and other mental imagery have nothing to do with formatting a
literal picture, but has more to do with how people understand the task (Pylshyn, 2005, pp. 114).
Images can be spatial. For example, you can scan your attention from element to element over
real space,.your image will inherit metrical spatial properties from the world, as long as you
can perceive them in the scene (Pylshyn, 2005, pp. 117). Visual and imaginal neglect usually
go hand in hand because it is reason to believe that being able to orient attention in real space is a
problem (Pylshyn, 2005, pp. 117).
#5 Cuevas, J. (2016). An analysis of current evidence supporting two alternate learning models:
learning styles and dual coding. Journal Of Educational Sciences & Psychology, 6(1), 1-13.
I selected this article because after reading about how dual-coding works, I wanted to read more
information on the topic. I wondered how could there be two conflicting models, especially since
the learning model is very familiar to most people. In this article, the author discusses that there
has been much focus on the use of the different learning modalities and theories. One being
tapping into a students learning style to help them better understand, and the other being tapping
into dual coding (Cuevas, 2016, pp. 1). The two concepts do not work hand-in-hand.
The two concepts contradict the other. The dual-coding suggests that it does not matter what the
preference of the child is when it comes to their learning modality. Dual-coding suggests that
students will learn efficiently when that have a visual and verbal representation. Learning styles
theory suggests that if a learners preference is to have kinesthetic and auditory instruction then
the learner will thrive more effectively than having visual instruction (Cuevas, 2016, pp. 2).
What I discovered in this article that even though learning styles are so widely known and
popular, it is possible that it may have an impact on behaviors or choice vocational tracks, but
they do not affect academic learning. It was also discussed that dual-coding may offer more for
learners to benefit from (Cuevas, 2016, pp. 8).