nonlinguistic and visual strategies memory, recall, …...nonlinguistic representations dr. robert...

Dr. Robert K. Greenleaf

www.greenleaflearning.com

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Memory, Recall, the Brain &

Learning: Dual Coding Theory and Bi-Modal

Memory Packet Formation

© 2013

Brain & Learning Applications Institutes [Germany, Switzerland, Vancouver,

Beirut, Madrid, Portugal]

This presentation is

based on this book,

available at the

bookstore table at

lunchtime.

Nonlinguistic and Visual Strategies

http://www.greenleaflearning.com/




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“Visual” Locations in the Brain

Occipital

Lobe

~Ferret research


Visual Imagery a la Stephen Kosslyn,

Department of Psychology, Harvard

Assoc. Psychologist in Neurology, MGH

“Mental images have the same effect

on the mind and body as the actual

activity/situation.”

Let’s explore this statement…



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Image Generation

“How many windows are there in

your living room?”



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Image Inspection

“What type of locks are on your windows?”



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Visual Foundation for Learning

When a learner comes to make

conscious use of fundamental visual

aspects of processing ~ they access a

powerful means of making, strengthening,

integrating and retrieving memory.



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Dual Coding Theory

• Bi-modal memory “packets:” The formation of long-term memory & recall

When both VERBAL and VISUAL elements

are EXPLICITLY and SIMULTANEOUSLY

represented & actively processed … the

formation of memory is more powerful and

sustained.



[email protected] Source: Memory, Recall, the Brain & Learning,” 2005

www.GreenleafLearning.com


9 Most Effective Strategies for Achievement

a la Marzano et. al. 2001

PERCENTILE NUMBER

CATEGORY GAIN Of STUDIES

Identifying Similarities and Differences 45% 31

Summarizing and Note Taking 34% 21

Reinforcing Effort and Providing Recognition 29% 21

Homework and Practice 28% 134

Nonlinguistic Representation 27% 246

Cooperative Learning 27% 122

Setting Objectives and Providing Feedback 23% 63

Generating and Testing Hypotheses 23% 63

Questions, Cues, and Advance Organizers 22% 1,251



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"CLASSROOM INSTRUCTION THAT WORKS"


Dual Coding Theory

Bi-modal Comparison Representation



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Verbal Visual

Context Availability


Control “Read very carefully

to remember as best

you can.”

Same assessment

(recall and

comprehension)

Dual-Coding “Cover the text after

each section and

make a quick picture

in your head.”

Dual-Coding

group

outperforms

DESIGN: Matched Subject Groups

Same Reading Task

Dual Coding Research

Mental Imagery Training & Comprehension Gambrell & Bales, 1986

• 4th & 5th grade poor readers

• Short training session encouraging students to make pictures in their

head while reading

• Control group was told to do whatever they could to understand and

remember while reading

• The reading passages included both explicit and

implicit inconsistencies in the text • Students were instructed to determine if there was anything not clear

or easy to understand.

Results: The imagery group identified both types of

inconsistencies more than TWICE as well as the

control group.



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Dual Coding Research Degree of Importance, Emotional Response & Degree of Spontaneous

Imagery and Recall ~ Sadoski, Goetz & Kangiser (1988)

• Students read literary short stories and articles from

magazines.

• Students rated each paragraph (5 point scale) for:

1. The degree of imagery experienced

2. The degree of emotional response evoked

3. The level of importance of the information.

• Results: 16 days later, the recall on highly rated imagery and

emotion paragraphs was high, but recall on paragraphs rated

high on importance was not.



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Nonlinguistic Representations



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“While most books are lavishly illustrated,

these representations are rarely helpful

because they are too abstract, needlessly

complicated, or inadequately explained.” Wiggins & McTighe, UbD, ASCD 2005

OR… non-central to the concepts and essential big

ideas, thus primarily a distraction. Greenleaf, 2008


Maps and Visual Images for Context



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Broad based--general


http://images.google.com/imgres?imgurl=http://geology.com/state-map/maps/michigan-state-map.gif&imgrefurl=http://geology.com/state-map/michigan.shtml&h=651&w=750&sz=36&hl=en&start=76&usg=__MvGlr_mi1tGNjRFh4ymheWrnp-A=&tbnid=pUbsHI-iIOznFM:&tbnh=122&tbnw=141&prev=/images%3Fq%3Dmap%2Bimages%26start%3D60%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

More specific

Hogwarts

Ground

Floor

Map

Harry Potter



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Spatial Orientation: Proximity


http://images.google.com/imgres?imgurl=http://www.fairplay-property.co.uk/images/3d_floor_plans.jpg&imgrefurl=http://www.fairplay-property.co.uk/marketing.html&h=390&w=375&sz=39&hl=en&start=17&usg=__e5-kYqJaPfMhQMqcXIuN5oIRYTE=&tbnid=f8EEaNAO34V1IM:&tbnh=123&tbnw=118&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.gite-les-roches.com/Images/Floor-Plans/Gold-GIFs/Ground-Floor-Plan.jpg&imgrefurl=http://www.gite-les-roches.com/en/About-the-Gite/Floor-Plans.htm&h=544&w=613&sz=26&hl=en&start=12&usg=__e3Wh0CNhCpApC2nUNy-WZFWJpUY=&tbnid=lu3ElETyJh0xlM:&tbnh=121&tbnw=136&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

Reflective Question on Visual-Spatial

What are the implications of students being unaware of

location, distance, direction and perspective? How do

these affect the way students gather, process and

express information?

Dr. Betty Garner, “Getting to Got It,”

ASCD, 2007


Laura Ingalls Wilder



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Television

Website


Without speaking, raise your hand if you

recall the name of the equation below.

Y = m x + b

4 letters !

Upstate NY experience



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Graphic Organizers

~ provide visual cues regarding the

relationship of information and ideas.

External structures, like graphic organizers, can

serve to guide internal processing, thus

assisting in the formation of memory networks

for improved organization & recall.



[email protected] Source: Memory, Recall, the

Brain & Learning,” 2005



Basic

Graphic

Organizers



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Source: Memory, Recall, the

Brain & Learning,” 2005


History

1. __________

2. __________

3. __________

4. __________

Characters

1. __________

2. __________

3. __________

4. __________

Geography

1. __________

2. __________

3. __________

4. __________


Photographs “drain” ideas/feelings/meaning

& can be used to generate text

Characterizations:

Learners draw lines/write words/descriptions around

figure ~ making visual/verbal links in memory

Maria Montessori



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Characterizations: Learners draw lines/write words/descriptions around figure ~ making

visual/verbal links in memory

COMPARE ~ CONTRAST



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Learners

weather

Tropical

winter

seasons

storms

sun Clouds

snow

burn

summer

desert

rain

change

wind

Plants

grow

hurricanes

Leaves

fall

jungles

thunder

Beginning a Unit of Study


• In the winter

of 1932-33,

the heart of

the Great

Depression,

men line up

for a free

meal in New

York City. • (Associated Press)

In depth examination ~ followed by interpretation

It is 1944. The Germans have just left Paris and the collaborators are being….

NLR#36: Imagery Reading & Rating Scales

Passage #1: ______________________

Comparative Level of Emotional Activity Caused: None Low Average More than A lot Typical Usual 1 2 3 4 5

Comparative Level of Imagery Created: None Low Average More than A lot Typical Usual 1 2 3 4 5



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Please feel free to call or email if you have questions…

or would like a workshop at your school!

This presentation was based on this book (left) --

available at the book-sales location, along with

other books.


nonlinguistic and visual strategies memory, recall, …...nonlinguistic representations dr. robert...

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