A Dual Coding Perspective on Encoding Processes

Clark, James M.; Paivio, Allan

doi:10.1007/978-1-4612-4676-3_1

Cited by 47 publications

(25 citation statements)

References 162 publications

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“…This prediction relates to the notion that long-term retention may be facilitated to a greater extent in the visual-plus-auditory mode than in the auditory-alone mode because constraints placed on attention in the witnessed mode should result in less information that is encoded in the first place. One could, on the other hand, make the same prediction based on Paivio's dual-coding hypothesis (Clark and Paivio, 1987;Paivio and Csapo, 1969;Paivio, 1971Paivio, , 1975. That is, the witnessed condition may be more resistant to memory loss because information is likely to be represented in memory in both an imaginal and verbal code since input is visual as well as auditory.…”

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confidence: 98%

Memory for directly and indirectly experienced events

Toglia

Shlechter

Chevalier

1992

Applied Cognitive Psychology

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Retention was examined for an event that was experienced either directly or indirectly. In the first experiment, subjects witnessed a staged event in their classroom involving an argument between two students concerning ownership of a textbook. Subjects in a second study indirectly experienced the event as they heard an account of the book dispute. Immediately following the episode and 2 weeks later both a free-recall test and recognition questionnaire were administered. In free-recall those who witnessed the event remembered nearly as much on the delayed test as they had on the immediate task. For the auditory modality, however, a greater decrement in recall over the retention interval was observed. A similar pattern of results was found in recognition. Additional analyses indicated that actions were retained better than conversation and physical description, and suggested that the type of experience influences how well these aspects of the event are remembered. Interpretations of the overall findings are offered within the context of dual-coding theory and in terms of modality differences in both encoding elaboration and selective attention.What eyewitnesses remember about events and the people involved in them has received increasing attention in recent years, both by cognitive and social psychologists. A variety of methodologies have been employed in the study of event memory. F o r example, Buckhout and his colleagues (e.g. Buckhout, Alper, Chern, Silverberg and Slomovits, 1974;Buckhout, Figueroa and Hoff, 1975) were among the first to adopt the technique of examining eyewitness reports by staging events. Loftus and her associates (Loftus, 1975;Loftus, Altman and Geballe, 1975;Loftus, Miller, and Burns, 1978;Loftus and Palmer, 1974;Loftus and Zanni, 1975;Tousignant, Hall, and Loftus, 1986) have systematically examined the accuracy of eyewitness reports concerning episodes that were presented in a film, videotape, or slide show. Eyewitness accuracy has also been studied in field settings to avoid constraints on realism prossibly present in laboratory studies (e.g. Brigham, Maass, Snyder and Spaulding, 1982;Yuille and Cutshall, 1986). For example, Yuille and Cutshall (1986) were able to interview witnesses to an actual gun-shooting incident 4 5 months after police interviews.Regardless of methodology and modality of experience, eyewitness reports are usually far from accurate (Buckhout, 1974; Ceci, Toglia and Ross,

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confidence: 98%

Memory for directly and indirectly experienced events

Toglia

Shlechter

Chevalier

1992

Applied Cognitive Psychology

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“…The keyword method works by recoding the unfamiliar word as a more familiar and acoustically similar keyword and then relating the keyword and word meaning 176 by way of an interactive visual image (Levin, 1983). Bower's (1970) componential analysis and Paivio's familiar dual-coding hypothesis (e.g., Clark & Paivio, 1987;Paivio, 1971Paivio, , 1986 provide theoretical explanations of these learning benefits.Carney and Levin (1998a) applied the keyword method to nervous system terminology typically presented in introductory psychology courses. We cornpared control students using a repetition strategy with students using two versions of the keyword method.…”

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confidence: 99%

Conquering Mnemonophobia, with Help from Three Practical Measures of Memory and Application

Carney¹,

Levin²

2008

Teaching of Psychology

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Recentarticles in Teaching of Psychology have endorsed the classroom use of various mnemonic techniques. Yet a degree of mnemonophobia (i.e. , fear of using rnnemonics) may persist in the minds of some ToP readers due to various lingering misconceptions. In this regard, we conducted 3 practical experiments with college students using themnemonic keyword method to learn a setof psychologĩ cal terms (namely, phobias, for which we provide a sznnpie set, along with their mnemonic representations). We examined students' immediate and delayed recall, inference~demanding matching and categorization tests, and backward recall (recall of terms from definitions). On allmeasures, mnemonic students statistically outperformed control students. These findings provide further support for the use of classroom~based mnemonic techniques.Undergraduates enrolled in introductory psychology courses often face an overwhelming amount of new terminology. Acquiring this terminology for an upcoming examination, and then retaining it for the longer term, may prove daunting for neophyte college students. In this regard, the mnemonic keyword method (e.g., Atkinson, 1975;Atkinson & Raugh, 1975) can be a useful technique. Although Atkinson and Raugh (1975) originally studied the keyword method in a foreign vocabulary learning context, others have applied this versatile strategy to the acquisition of both native vocabulary and unfamiliar terminology (e.g., see Levin, 1993;Pressley, Levin, & Delaney, 1982, for reviews). The keyword method works by recoding the unfamiliar word as a more familiar and acoustically similar keyword and then relating the keyword and word meaning 176 by way of an interactive visual image (Levin, 1983). Bower's (1970) componential analysis and Paivio's familiar dual-coding hypothesis (e.g., Clark & Paivio, 1987;Paivio, 1971Paivio, , 1986 provide theoretical explanations of these learning benefits.Carney and Levin (1998a) applied the keyword method to nervous system terminology typically presented in introductory psychology courses. We cornpared control students using a repetition strategy with students using two versions of the keyword method.Consider the term medulla, the part of the brain associated with control of heart rate, respiration, and blood pressure. Students in the repetition condition simply repeated the term and its association over and over to themselves. In one version of the keyword method, we provided students with a keyword for each term (e.g., medalfor medulla), and then asked them to generate an image relating the keyword to the term's meaning. In the second keyword version, we provided students with a description of an appropriate image: "Imagine the winner of a race. Heart pounding and breathing heavily, a medal is hung round the winner's neck." Participants studied 18 terms at 20-sec intervals. Following a 2~min filler task, students completed a matching test over the 18 terms and their definitions. The study yielded statistically significant mnemonic advantages. Carney and Levin recommended that ...

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“…Since a page title describes what the user has read, whilst the site name may be completely unconnected to the page's subject matter, it is likely that the page title may fit the user's task more than the site name, improving relevance and, potentially, recognition. Second, the fuller descriptions afforded by page titles may be more likely to evoke stronger mental imagery, which is known to aid memory and recognition [Clark & Paivio 1987]. Third, bottom-up structures may map optimally on to schema-based knowledge structures, thereby aiding subsequent recognition [Alba & Hasher 1983].…”

Section: Types Of Bookmark: Top-down and Bottom-up Informational Strumentioning

confidence: 98%

In Search of Salience: A Response-time and Eye-movement Analysis of Bookmark Recognition

Poole

Ball

Phillips

People and Computers XVIII — Design for Life

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Bookmarks are a valuable webpage re-visitation technique, but it is often difficult to find desired items in extensive bookmark collections. This experiment used response-time measures and eye-movement tracking to investigate how different information structures within bookmarks influence their salience and recognizability. Participants were presented with a series of news websites. The task following presentation of each site was to find the bookmark indexing the previously-seen page as quickly as possible. The Informational Structure of bookmarks was manipulated (top-down vs. bottom-up verbal organizations), together with the Number of Informational Cues present (one, two or three). Only this latter factor affected gross search times: Two cues were optimal, one cue was highly sub-optimal. However, more detailed eye-movement analyses of fixation behaviour on target items revealed interactive effects of both experimental factors, suggesting that the efficacy of bookmark recognition is crucially dependent on having an optimal combination of information quantity and information organization.

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A Dual Coding Perspective on Encoding Processes

Cited by 47 publications

References 162 publications

Memory for directly and indirectly experienced events

Memory for directly and indirectly experienced events

Conquering Mnemonophobia, with Help from Three Practical Measures of Memory and Application

In Search of Salience: A Response-time and Eye-movement Analysis of Bookmark Recognition

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