ABSTRACT
Creating connections between pieces of information behaviour and experience in terms of dynamic associative processes that operate on a rich network of verbal and non-verbal representations that are specific to a certain modality. This chapter describes the underlying premises of the theory and examines how the basic dual coding theory mechanisms can be used to model diverse educational phenomena. Dual coding theory has important implications for the science and practice of educational psychology – specifically, for educational research and teacher education. The chapter shows not only that dual coding theory provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. One of the most important predictions from dual coding theory is that the logogens and the imagens have additive effects on memory.
