Lecture 3 - Search for and explore...Some Theoretical Issues

Dual Coding Theory (By Ruby)

Cognition according to DCT involves the activity of two distinct subsystems, a verbal system specialized for dealing directly with language and a nonverbal (imagery) system specialized for dealing with nonlinguistic objects and events. The systems are assumed to be composed of internal representational units, called logogens and imagens, that are activated when one recognizes, manipulates, of just thinks about words or things. The representations are modality -specific, so that we have different logogens and imagens corresponding to the visual, auditory, and haptic (feel), and motor properties of language and objects. The representations are connected to sensory input and response output systems as well as to each other so that they can function independently or cooperatively to mediate nonverbal and verbal behavior. The representational activity may or may not be experienced consciously as imagery and inner speech.
The theory means that both systems are generally involved even in language phenomena. The verbal system is a necessary player in all “language games” but it is sufficient in only a few. In the most interesting and meaningful ones, the verbal system draws on the rich knowledge base and gamesmanship of the nonverbal system. Conversely, the nonverbal system cannot play language games on its own, but it can play complex nonverbal “ solitaire.” The verbal system dominates in some tasks (crosswords is a simple example) and the nonverbal imagery system in others (e.g., jigsaw puzzles). Cognition is this variable pattern of the interplay of the two systems according to the degree to which they have developed.
The modality-specific nature of DCT distinguishes it from more abstract, common coding theories of cognition. Theories that emphasize the dominance of language arose from religious and educational opposition to imagery during the Renaissance. Such theories peaked in modern behaviorist interpretations of thought as inner speech. Another class of common coding theories postulate abstract mental entities and processes, usually called propositions or schemata.

More complex hybrid theories are essentially augmented forms of dual coding in which verbal and nonverbal representations are connected to an abstract conceptual system of some kind. Much research has been directed at testing DCT against the alternatives.

Paivio, A., 2006, 'Dual Cding Theory And Education", University of Wastern Onario

Gestalt Principles (By James)

My comment as follow:
This is a theory belongs to psychology, it also call gestaltism (from a German word).
I think this is a memory on thinking to recognize an image, that put this image into his mind.
On memorizing the image, the human mind should thinking to outline the completed layout about the image, then put it in mind on that image from its linkage such as shape, smelling, taste and body can let you to figure out the image!


Link find as follow:
http://en.wikipedia.org/wiki/Gestalt_psychology
http://www.scholarpedia.org/article/Gestalt_principles

Combining Visualization and Interactivity (By O'Neal)

I do think that a good Digital Media for Education should be having a good and attractive visual effects. This is not difficult to do so because the modern technology is very powerful such that teacher can use IT to visual many difficult to talk concept.

Also, interactivity can keep student's interest in learning certain matters. So It is also very important in Digital enabled teaching.

Again, combining the two, many learning objects appear. These two especially important for distance learning since "Visualization" can demonstrate the concept and "Interactive" can deeper the knowledge of the student.

http://diuf.unifr.ch/people/lalanned/Articles/visualization-v05.pdf

http://corporate.visual-io.com/about/approach.php



Limitations of Short-term memory  (By Joe)
◦A limited capacity of up to seven pieces of independent information.


◦The brief duration of these items last from 3 to 20 seconds.


◦Decay appears to be the primary mechanism of memory loss.


After entering sensory memory, a limited amount of information is transferred into short-term memory. Within STM, there are three basic operations:
◦Iconic memory - The ability to hold visual images.


◦Acoustic memory - The ability to hold sounds. Acoustic memory can be held longer than iconic memory.


◦Working memory - An active process to keep it until it is put to use (think of a phone number you'll repeat to yourself until you can dial it on the phone). Note that the goal is not really to move the information from STM to LTM, but merely put the information to immediate use.


The process of transferring information from STM to LTM involves the encoding or consolidation of information. This is not a function of time, that is, the longer a memory stayed in STM, the more likely it was to be placed into LTM; but on organizing complex information in STM before it can be encoded into LTM. In this process of organization, the meaningfulness or emotional content of an item may play a greater role in its retention into LTM. As instructional designers, we must find ways to make learning relevant and meaningful enough for the learner to make the important transfer of information to long-term memory.
Also, on a more concrete level, the use of chunking has been proven to be a significant aid for enhancing the STM transfer to LTM. Remember, STM's capacity is limited to about seven items, regardless of the complexity of those items. Chunking allows the brain to automatically group certain items together, hence the ability to remember and learn better.

http://www.sos.net/~donclark/hrd/learning/memory.html
http://www.youtube.com/watch?v=TausqSK9p9k
http://www.youtube.com/watch?v=GwaAqnQctP0