In a paper of 1,250-1,500 words, describe Pavio's dual-coding theory. Address the best ways to associate words and images and words and words. Provide three examples of this you have encountered in your own life.
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Rubic_Print_Format Course CodeClass CodeAssignment TitleTotal Points PSY-583PSY-583-O500Dual-Coding Theory95.0 CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints Earned Content70.0% In a paper of 1,250-1,500 words, describe Pavio's dual-coding theory. Address the best ways to associate words and images and words and words. Provide three examples of this you have encountered in your own life.70.0%Paper fails to describe Pavio's dual-coding theory.Paper inadequately describes Pavio's dual-coding theory. Discussion of the best ways to associate words and images and words and words is also included. Three examples are provided. Explanation and/or examples are weak and missing evidence to support claims.Paper adequately describes Pavio's dual-coding theory. Discussion of the best ways to associate words and images and words and words is also included. Three examples are provided. Explanation and/or examples are limited and lack some evidence to support claims.Paper clearly describes Pavio's dual-coding theory. Discussion of the best ways to associate words and images and words and words is also included. Three examples are provided. Explanation and examples are strong with sound analysis and appropriate evidence to support claims.Paper expertly describes Pavio's dual-coding theory. Discussion of the best ways to associate words and images and words and words is also included. Three examples are provided. Explanation and examples are comprehensive and insightful with relevant evidence to support claims. Organization and Effectiveness20.0% Thesis Development and Purpose7.0%Paper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. Argument Logic and Construction8.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English. Format10.0% Paper Format (use of appropriate style for the major and assignment)5.0%Template is not used appropriately or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0%Sources are not documented.Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Weightage100% Dual Coding Jennifer Brown Grand Canyon University PSY-583 COGNITION 4/22/2020 Dual Coding History Dual coding theory stems from the innate use of imagery as a tool for remembering. Hundreds of yeas ago, during the Renaissance era, language started to become complex as imagery was also introduced as a vital part of educational progression. “The language emphasis increased during the Renaissance when influences from imagery mnemonics systems and formal logic brought words and things together in a “new logic” in which language was intended to mirror the structure of the world.” (Whitehead, 2003). Paivio and Sadoski created dual coding from the specific particulars and collaboration of visual and verbal executions in subjects such as education. The children’s book, Orbis Sensualium Pictus, 1658, made the initial connection of imagery instead of the alphabet approach that was being used in memory. The book also stressed the that use of the optical sense along with the physical interaction, empirically proved to help us comprehend words more than just knowing sounds of letters and knowledge of reading. They basically claim the need for dual coding theory as a form of comprehension to be able to understand literacy. It acts as a substitute for previous theoretic models of cognition. Paivio’s Dual Coding Theory In 1986 Paivio created a dual coding theory from the ideal of mental images being able to assist in learning. He declared there are two ways for people to expand their learning; verbal and visual. Hearing the word and syllables with contest, and experiencing the words and letters said pictorially. This explanation was named dual coding theory because unlike the others, it incorporated text content and visual as two separate systems working together to provide more accurate memory and comprehension. Because these two factors interact independently, but parallel to each other, they are able to create separate illustrations for the processed information. The intellectual facts corresponding to this information is used to categorize that stimuli, which can be carried out, archived, and recoup for use later. This is a concept used to help learn to read, when my daughter, who is in kindergarten, is reading we make sure to pay attention to the pictures first, the I allow her to attempt to read. This is directly from the instruction of her teacher, which sent home ideas on helping to learn to read and work on sight words. We use flash cards for her to incorporate her sight words when working with language arts. Another example could be, how a person has stored the stimulus concept of the word ‘Bear’ as both the word ‘bear’ and as the image of a bear. When asked to recall the stimulus, a person can recover either the word or an image itself, or both at the same time. (Whitehead, 2003). If the word is retrieved, the image of the bear is not gone and will still be available to access later. The capability of coding a stimulus two different ways increases a person’s probability of remembering that item, as opposed to decoding one avenue. The discussion of semantic and episodic memory from a dual coding outlook as they relay to literacy provides groundwork for the framework in reading. Dual Coding theory ‘s component of the visual system deals with graphical stimuli processing. The component of the verbal system deals with linguistic processing. The verbal system is a key component in dual coding or any language coding for that matter. The most significant and thought-provoking stimuli are the ones that initiate attention on competitiveness of the nonverbal system. The linguistic system used to communicate literally is not enough to contest The most thought-provoking and meaningful ones, the verbal system draws on the rich knowledge base and gamesmanship of the nonverbal system. Conversely, the nonverbal system cannot play language games on its own, but it can play complex nonverbal “ solitaire.” The verbal system dominates in some tasks (crosswords is a simple example) and the nonverbal imagery system in others (e.g., jigsaw puzzles). Cognition is this variable pattern of the interplay of the two systems according to the degree to which they have developed.