ABSTRACT
This concluding chapter extends DCT to the practical problems in education and remedial education as related not only to school topics, but also to problems of mental and physical health. Dual coding variables have a long history in traditional education, where imagery in particular was both advocated and repeatedly suppressed to the point that at least one zealot was burned at the stake for promoting it. As an applied theory, DCT is in a position to go beyond the earlier related practices because it provides scientific understanding of how its defining variables operate to augment practical skills and knowledge. We review in turn the broad domains of education, psychotherapy, and health. Unimodal verbal and schema alternatives also are revisited, for they are as popular and problematic in applied contexts as we found them to be in empirical-theoretical settings.
