ABSTRACT
People process and store information in what seems like a singular, unified process. However, the brain actually processes and stores verbal and visual information using two distinct cognitive systems, which interact to store and retrieve information in memory. Concrete words are learned more readily and accurately than abstract words, because concrete words evoke imagery as well as conceptual information, demonstrating dual coding at work. Students learn more when they are presented with information in both text and images, such as in multimedia or animation with narration, and when they are prompted to visualize new information or to comprehend text by constructing pictures or diagrams. Four guidelines should be considered in the application of dual coding: distribute information between verbal and non-verbal processes, reduce unnecessary processing, avoid redundancy, and favor graphical displays for complex information. Students do have learning preferences and may gravitate toward particular modes of instruction, but they all learn better with both verbal and non-verbal information.
