Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Nine experiments of timed odd-even judgments examined how parity and number magnitude are accessed from Arabic and verbal numerals. With Arabic numerals, Ss used the rightmost digit to access a store of semantic number knowledge. Verbal numerals went through an additional stage of transcoding to base 10. Magnitude information was automatically accessed from Arabic numerals. Large numbers preferentially elicited a rightward response, and small numbers a leftward response. The Spatial-Numerical Association of Response Codes (SNARC) effect depended only on relative number magnitude and was weaker or absent with letters or verbal numerals. Direction did not vary with handedness or hemispheric dominance but was linked to the direction of writing, as it faded or even reversed in right-to-left writing Iranian Ss

The mental representation of parity and number magnitude.

This study used data from 220 adults to examine the relations among 3 inhibition-related functions. Confirmatory factor analysis suggested that Prepotent Response Inhibition and Resistance to Distractor Interference were closely related, but both were unrelated to Resistance to Proactive Interference. Structural equation modeling, which combined Prepotent Response Inhibition and Resistance to Distractor Interference into a single latent variable, indicated that 1 aspect of random number generation performance, task-switching ability, and everyday cognitive failures were related to Response-Distractor Inhibition, whereas reading span recall and unwanted intrusive thoughts were related to Resistance to Proactive Interference. These results suggest that the term inhibition has been overextended and that researchers need to be more specific when discussing and measuring inhibition-related functions.

The relations among inhibition and interference control functions: a latent-variable analysis.

Varieties of numerical abilities.

Abstract A fundamental hypothesis underlying research on multimedia learning is that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. The cognitive theory of multimedia learning (CTML) is based on three cognitive science principles of learning: the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channels assumption); each channel has limited capacity for processing (i.e., limited capacity assumption); and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption). The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge. Multimedia instructional messages should be designed to prime these processes. The Case for Multimedia Learning What is the rationale for a theory of multimedia learning? People learn more deeply from words and pictures than from words alone. This assertion – which can be called the multimedia principle – underlies much of the interest in multimedia learning. For thousands of years, words have been the major format for instruction – including spoken words, and within the last few hundred years, printed words.

Cognitive Theory of Multimedia Learning

Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices.

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Dual coding theory and education

A substantial research literature documents the effects of diverse item attributes, task conditions, and participant characteristics on the case of picture naming. The authors review what the research has revealed about 3 generally accepted stages of naming a pictured object: object identification, name activation, and response generation. They also show that dual coding theory gives a coherent and plausible account of these findings without positing amodal conceptual representations, and they identify issues and methods that may further advance the understanding of picture naming and related cognitive tasks.

Cognitive components of picture naming

An encoding-complex view of cognitive number processing: Comment on McCloskey, Sokol, and Goodman (1986).

The Paivio, Yuille, and Madigan (1968) norms for 925 nouns were extended in two ways. The first extension involved the collecting of a much more extensive and diverse set of properties from original ratings and other sources. Factor analysis of 32 properties identified 9 orthogonal factors and demonstrated both the redundancy among various measures and the tendency for some attributes (e.g., age of acquisition) to load on multiple factors. The second extension collected basic ratings of imagery, familiarity, and a new age of acquisition measure for a larger pool of 2,311 words, including parts of speech other than nouns. The analysis of these ratings and supplementary statistics computed for the words (e.g., number of syllables, Kucera-Francis frequency) demonstrated again the relative independence of various measures and the importance of obtaining diverse properties for such norms. Implications and directions for future research are considered. The full set of new norms may be downloaded from www. psychonomic.org/archive/.

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James M. Clark

Papers

Dual coding theory and education

Cognitive components of picture naming

An encoding-complex view of cognitive number processing: Comment on McCloskey, Sokol, and Goodman (1986).

Extensions of the Paivio, Yuille, and Madigan (1968) norms.

Integrated versus modular theories of number skills and acalculia.