ENGLISH READING-LISTENING MATERIALS AND LEARNERS' INFORMATION RETENTION: AN ANALYSIS OF COGNITIVE LOAD THEORY MONTHON KANOKPERMPOON, The DRM paradigm in sign language: An investigation of associative memory errors in deaf and hearing signers, Of black sheep and white crows: Extending the bilingual dual coding theory to memory for idioms, Infusing Creative Pedagogy into an English as a Foreign Language Classroom: Academic Achievement, Creativity, and Motivation, Efectos cognitivos del bilingüismo coordinado en ambientes contextuales, THE DEVELOPMENT OF "I-GEP" (INFOGRAPHIC OF ELEMENTS AND PRINCIPLES OF DESIGN) MODULE AS SCAFFOLDING IN TEACHING AND LEARNING VISUAL ARTS FOR SECONDARY SCHOOL, Investigating language comprehension: A review of selected off-line and on-line methods, EMOTIONS FROM INSIDE: A NEW METHOD OF STUDY 17, Lexico-semantic processing in bilingual figurative language comprehension: Behavioral and electrophysiological evidence, Intelligence, dual coding theory, and the brain, Neuropsychological perspectives on bilingualism: Right, left and center, Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms, On the nature and scope of featural representation of word meaning, Does carino Equal "liking"? Furthermore, the chapter discusses factors that have been postulated to modulate processes involved when comprehending metaphoric utterances in the native tongue, such as, for instance, contextual cues and metaphor conventionality. Sono stati trovati profili emozione-specifici altamente caratteristici sia per le situazioni in cui si sono verificati gli stati emozionali sia per le variabili autosservate: comportamenti, sensazioni somatiche e immagini mentali. The dual-coding and common-coding approaches are discussed in more detail, together with a brief review of general evidence on relevant distinctions. in strength or availability. The Bilingual Dual-Coding Theory While Paivio’s [ 8 ] original theory refers to one language, Paivio—Desrochers’s [ 23 ] work extends the theory to two or more languages. This study examined the nature of bilinguals' conceptual representations and the links from these representations to words in L1 and L2. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). This volume emphasizes theoretical issues, such as classic memory approaches, Compound-Coordinate Bilingualism, Bilingual Dual Coding Theory, and Working Memory, about which relatively little has been written in the bilingual domain. The patterns of response for both the ratings and the written reports replicate and extend earlier research and suggest that as bilingual readers progress in their ability to read in their L2, reports of imagery and affect become closer in kind and number to those reported in response to reading the same text in their first language. ; and How accurate are these assumptions? Specifically, we tested an assumption of the Bilingual Dual Coding Theory that conceptual representations include image representations, and that learning two languages in separate contexts can result in differences in referential images for L1 and L2. Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction Danan, Martine 1992-12-01 00:00:00 The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Thus, this theory proposes that it’s possible to give it a boost. This theory provides a comprehensive, systematic account of all major aspects of literacy including decoding, comprehension, and response in reading and composing in writing. The onset age of L2 acquisition proved to be a significant factor, which added an extension to Arnedt & Gentile's (1986) 'manner'-proficiencies of L1 and L2 prior to formal schooling, as well as the language sequence in schooling (L1 to L2 or L2 to L1), which should be considered in the bilingual dual coding framework. Riassunto Applicando un metodo innovativo di analisi standardizzata mirante ad aumentare l'auto-conoscenza, sono stati studiati diversi stati emozionali, all'interno di una agenda di ricerca centrata sulle rappresentazioni cognitive delle emozioni allo scopo di comprendere come vengono esperite. Written in concise chapters with illustrative examples, Imagery and Text is approachable for both students and advanced scholars in the field of literacy. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Compared incidental recall for words coded as synonyms, translations, and copies in 28 Spanish-English, early and late onset bilingual undergraduates. VISUAL ARTS FOR SECONDARY SCHOOL. This lexical selection approach has two advantages. Consolidation is assumed to be a continual reduction in the fragility of the memory trace rather than any change (2014) The empirical case for dual coding Imagery, Memory and Cognition: Essays in Honor of Allan Paivio. Recognition Potential (RP) reflects semantic processing and appears to originate in basal extrastriate regions involved in semantic processing. It proposes that performance in memory and other cognitive tasks is mediated not only by linguistic processes but also by a distinct nonverbal imagery model of thought as well. General . Highly characteristic emotion-specific distributions were found of the situations in which emotions occurred as well as of the self-monitored variables: behaviours, bodily sensations and mental images. Mind and Its Evolution provides a thorough exploration into how these adaptive nonverbal and verbal systems might have evolved, as well as a careful comparison of DCT with contrasting "single-code" cognitive theories. Neuroimaging studies in this field are, however, far from conclusive, and one reason for this may be that the degree of imageability of the stimuli — probably a crucial variable — has not been considered. THE DEVELOPMENT OF “I-GEP” After being randomly assigned to read a passage about a third-class train trip in China in either English or Chinese, the students provided free reports of their imagery and emotional responses to the text and rated text segments for the strength of imagery and emotional response elicited. Three categories of words were investigated: concrete, abstract, and emotion. “empty rain/пycтoй дoждь”). Data are presented to indicate that interference is independent of the interval between original and interpolated learning, First hypothesized by Allan Paivio in 1971, Dual Coding Theory – a theory of cognition and how we think – uses the idea that the formation of mental images aids in learning. Repetitions involved the same words, translation equivalents, or same-language synonyms. Conceptual Representation in the Bilingual Lexicon and Second Language Vocabulary Learning: Interdisciplinary Approaches, The relationship between verbal and perceptual codes, Lexical and conceptual memory in the bilingual: Mapping form to meaning in two languages, Mind and its Evolution: A Dual Coding Theoretical Approach, Coding Distinctions and Repetition Effects in Memory, Imagery and Text: A Dual Coding Theory of Reading and Writing, The images and emotions of bilingual Chinese readers: A dual coding analysis, Perceptual comparison through the mind's eye, Bilingual Dual Coding in Japanese Returnee Students, Twenty-Five Centuries of Language Teaching, Words and their usage: Commentary on the special issue on the bilingual mental lexicon. Factor analysis supported the hypothesis that the structures of intellect for the 2 groups differed with the bilingual group possessing a more diversified set of mental abilities. Bilingual memory effects are related to existing bilingual models, and methodological and empirical concerns are discussed and underscored. The availability of imagery was manipulated by the use of abstract words, concrete words, and easily labeled pictures as stimuli. Cued recall was assessed either immediately or after a 1-week delay. Finally, a method of attack and related experimental data is presented, which involves encoding and repetition effects designed to reveal dimensions of memory that are functionally independent to a significant degree. present study, Dual Coding Theory (DCT), a general theory of cognition applied to literacy, was applied to Chinese sentences to investigate the effects of language concreteness and abstractness on immediate recall. Forty Chinese-English bilinguals read and recalled five concrete sentences and five matched abstract sentences. Consistent with predictions (1) memory for pictures was significantly inferior to words only in the sequential memory tasks, and then only at the fast rate; (2) both pictures and concrete words exceeded the abstract words in serial learning at the slow rate; and (3) pictures were significantly superior to abstract words at the slow rate in both nonsequential tasks, with concrete words intermediate in each case. Of this proportion, about two-thirds (20% of the total responses) were lexically similar or translations in the interlingual tests.