Nonlinguistic and Visual Strategies
Memory, Recall, the Brain &
Learning: Dual Coding Theory and Bi-Modal
Memory Packet Formation
SGIS 2016
© 2015
Brain & Learning Applications Institutes
[Frankfurt, Lausanne, Vancouver, Ontario, Beirut, Cary,
Nashville, W. Hartford, Madrid, Portugal, Prague…]
This presentation is
based on this book. See
the book table for review.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
“Visual” Locations in the Brain
Occipital
Lobe
~Ferret research
Dr. Robert K. Greenleaf
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Visual Imagery
a 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
[email protected]
Visual Imagery
a la Stephen Kosslyn,
Department of Psychology, Harvard
Assoc. Psychologist in Neurology, MGH
Image Rotation
“Rotate the Letter “N” below, 90 degrees
counter-clockwise…. What do you get?”
N
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
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
[email protected]
Visual Imagery
Paired Words Exercise
A 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
[email protected]
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.
Source: Memory, Recall, the Brain & Learning,”
www.GreenleafLearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
9 Most Effective Strategies for Achievement
a la Marzano et. al. 2001
"CLASSROOM INSTRUCTION THAT WORKS"
CATEGORY
PERCENTILE
GAIN
Identifying Similarities and Differences
45%
Summarizing and Note Taking
34%
Reinforcing Effort and Providing Recognition 29%
Homework and Practice
28%
Nonlinguistic Representation
27%
Cooperative Learning
27%
Setting Objectives and Providing Feedback 23%
Generating and Testing Hypotheses
23%
Questions, Cues, and Advance Organizers 22%
NUMBER
Of STUDIES
31
21
21
134
246
122
63
63
1,251
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Dual Coding Theory
Bi-modal Comparison Representation
Verbal
Visual
Context Availability
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
DESIGN: Matched Subject Groups
Same Reading Task
Dual-Coding
Control
“Read very carefully
to remember as best
you can.”
“Cover the text after
each section and
make a quick picture
in your head.”
Same assessment
(recall and
comprehension)
Dual-Coding
group
outperforms
Dual Coding Research
Mental Imagery Training & Comprehension
Gambrell & Bales, 1986
•
•
•
4th & 5th grade poor readers
Short training session encouraging students to make pictures in their
head while reading
Control group was told to do whatever they could to understand and
remember while reading
• The reading passages included both explicit and
implicit inconsistencies in the text
•
Students were instructed to determine if there was anything not clear
or easy to understand.
Results: The imagery group identified both types of
inconsistencies more than TWICE as well as the
control group.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Dual Coding Research
Degree 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
[email protected]
Intermittent Pause
Please write something down.
With someone nearby, discuss an idea
about dual-coding that could help a
student that you work with.
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Conservation of Constancy
The “languages” of Numeracy
.05
p
12.5%
¾
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Conservation of Constancy
An Example: Pairs Carousel: Move from station to station, entering
a different problem/form using the same three numbers.
3
3+4=7
45 minutes
4
7
4+3=7
7=3+4
4
+3
7
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Nonlinguistic Representations
“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, 2008
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
MAPS:
* Teacher Generated
* Student Generated
* Class Generated
Source: Memory, Recall,
the Brain & Learning,”
www.GreenleafLearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Maps and Visual Images for Context
Broad based--general
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Maps and Visual Images for Context
Distance, direction,
Relative location, time…
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
More specific
Hogwarts
Ground
Floor
Map
Harry Potter
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Maps and Visual Images for Context
Spatial Orientation: Proximity
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
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
Class Generated Maps and Visual Images for Context
Laura Ingalls Wilder
Television
Website
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Tracking Maps
The class creates a
map of the journey as
they interact with the
curriculum.
Locating “points” can
serve some learners to
better comprehend info
due to context.
Source: Memory, Recall,
the Brain & Learning,”
www.GreenleafLearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Without speaking, raise your hand if you
recall the name of the equation below.
Y = mx + b
4 letters !
Upstate NY experience
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
What is each of these “unknowns”
trying to represent?
Y = mx + b
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
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.
Source: Memory, Recall, the
Brain & Learning,”
www.GreenleafLearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Basic
Graphic
Organizers
1. __________
1. __________
1. __________
2. __________
2. __________
2. __________
3. __________
3. __________
3. __________
4. __________
4. __________
5. __________
Source: Memory, Recall, the
Brain & Learning,”
www.GreenleafLearning.com
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
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
[email protected]
Characterizations:
Learners draw lines/write words/descriptions around figure ~ making
visual/verbal links in memory
COMPARE ~ CONTRAST
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
In depth examination ~ followed by interpretation
It is 1944. The Germans have just left Paris and the collaborators are being….
Learners
Beginning a
Unit of Study
rain
burn
desert
Clouds
thunder
sun
jungles
Tropical
summer
weather
winter
snow
hurricanes
storms
wind
seasons
Leaves
fall
Plants
grow
change
NLR#36: Imagery Reading & Rating
Scales
Passage #1: ______________________
Comparative Level of Emotional Activity Caused:
None
Low
Average
More than
A lot
Typical
Usual
1
2
3
4
5
Comparative Level of Imagery Created:
None
Low
Average
More than
Typical
Usual
1
2
3
4
A lot
5
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
Please feel free to call or email if you have questions…
or would like a workshop at your school!
Dr. Robert K. Greenleaf
www.greenleaflearning.com
[email protected]
This presentation was based on this book (left)
-- available at the book sales table today.