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Dr. Robert K. Greenleaf
www.greenleaflearning.com
Memory, Recall, the Brain & Learning: Dual Coding Theory and Bi-Modal Memory Packet
Formation
SDHSA
© 2018
Brain & Learning Applications Institutes[Frankfurt, Lausanne, Vancouver, Nashville, Albuquerque,
Ontario, Beirut, Madrid, Portugal, Prague.
This presentation is
based on this book. See
the book table for review.
Nonlinguistic and Visual Strategies
Dr. Robert K. Greenleaf
Dr. Robert K. Greenleaf
www.greenleaflearning.com
“Visual” Locations in the Brain
Occipital
Lobe
~Ferret research-keeanu reeves
Visual Imagerya 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…
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Visual Imagery
Paired Words Exercisea la Steven Koslyn, 2006
Quasi-experiment: Form two groups
(This is an individual-based, silent activity)
I will speak a list of “paired” words, like:
Squirrel Doughnut
As you hear the pair of words:
Group #1 repeats words over and over
(silently to themselves)
Group #2 creates visual links between
the two words/items
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]: Memory, Recall, the Brain & Learning,”
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
Dr. Robert K. Greenleaf
www.greenleaflearning.com
"CLASSROOM INSTRUCTION THAT WORKS"
Dual Coding Theory Cartoon
Bi-modal Comparison Representation
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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 ResearchDegree 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.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Conservation of ConstancyThe “languages” of Numeracy
Dr. Robert K. Greenleaf
www.greenleaflearning.com
.05 12.5%
¾p
Capture the meaning/value of each
in as many ways as possible
Nonlinguistic Representations
Dr. Robert K. Greenleaf
www.greenleaflearning.com
“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, 2009
Ultimately, the mind must generate its own internal
imagery for LTM to exist. At some point, the continued use of
external prompts (images/manipulatives/etc.) are doing the “work”
of providing retrieval cues—instead of the brain developing its own.
Greenleaf, 2017
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
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.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]: Memory, Recall, the
Brain & Learning,”
www.GreenleafLearning.com
Basic Graphic
Organizers:
Shapes, colors,
words, etc.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Source: Memory, Recall, the
Brain & Learning,”
www.GreenleafLearning.com
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
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Characterizations: Learners draw lines/write words/descriptions around figure ~ making
visual/verbal links in memory
COMPARE ~ CONTRAST
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Dual Coding & the 3 Languages of Math
9:00 am
12:00 pm
3:00 pm
Morning Meeting
Lunch & Recess
End of School Day
Representation Numeric Alpha Representation
Learners
weather
Tropical
winter
seasons
storms
sunClouds
snow
burn
summer
desert
rain
change
wind
Plants
grow
hurricanes
Leaves
fall
jungles
thunder
Beginning a Unit of Study
Dr. Robert K. Greenleaf
NLR#36: Imagery Reading & Rating Scales
Passage #1: ______________________
Comparative Level of Emotional Activity Caused:None Low Average More than A lot
Typical Usual1 2 3 4 5
Comparative Level of Imagery Created:None Low Average More than A lot
Typical Usual1 2 3 4 5
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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 booksales.
Visual Mind & “Modeling”Southeast Regional Brain & Learning Conference Quote
Before language is acquired, the mind works on a level of Spatial
Representations (essentially, geometric shapes and forces) and
language (spoken, verbal, written, symbolic) is at the next level, what
is sometimes called the conceptual reasoning level.
When students create their own conceptual frameworks, at the
level of spatial representation, they are placing their theoretical
knowledge where it can be called up to be applied in new settings.
Students need to be called upon to explore and re-map their
understandings in ways that alter spatial representations to correct
theories, theories that they can see as working and that they can
defend against questions and alternative spatial representations.
When students draw out the relationships between ideas, they are
operating at the spatial reasoning level.
Reconstructed from excerpts by Carole Hamilton
CARY Academy, Cary, NC, 2009