![Page 1: Nonlinguistic and Visual Strategies Memory, Recall, …...Nonlinguistic Representations Dr. Robert K. Greenleaf bob@greenleaflearning.com “While most books are lavishly illustrated,](https://reader033.vdocuments.net/reader033/viewer/2022042811/5fa488ebb338ee10ad5c66a3/html5/thumbnails/1.jpg)
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Memory, Recall, the Brain &
Learning: Dual Coding Theory and Bi-Modal
Memory Packet Formation
© 2013
Brain & Learning Applications Institutes [Germany, Switzerland, Vancouver,
Beirut, Madrid, Portugal]
This presentation is
based on this book,
available at the
bookstore table at
lunchtime.
Nonlinguistic and Visual Strategies
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Dr. Robert K. Greenleaf
Dr. Robert K. Greenleaf
www.greenleaflearning.com
“Visual” Locations in the Brain
Occipital
Lobe
~Ferret research
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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
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Visual Imagery a la Stephen Kosslyn,
Department of Psychology, Harvard
Assoc. Psychologist in Neurology, MGH
Image Generation
“How many windows are there in
your living room?”
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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Visual Imagery a la Stephen Kosslyn,
Department of Psychology, Harvard
Assoc. Psychologist in Neurology, MGH
Image Inspection
“What type of locks are on your windows?”
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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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
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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] Source: Memory, Recall, the Brain & Learning,” 2005
www.GreenleafLearning.com
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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"
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Dual Coding Theory
Bi-modal Comparison Representation
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Verbal Visual
Context Availability
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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
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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
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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
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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, 2008
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Maps and Visual Images for Context
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Broad based--general
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More specific
Hogwarts
Ground
Floor
Map
Harry Potter
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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Maps and Visual Images for Context
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Spatial Orientation: Proximity
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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
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Maps and Visual Images for Context
Laura Ingalls Wilder
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Television
Website
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Without speaking, raise your hand if you
recall the name of the equation below.
Y = m x + b
4 letters !
Upstate NY experience
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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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] Source: Memory, Recall, the
Brain & Learning,” 2005
www.GreenleafLearning.com
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Basic
Graphic
Organizers
Dr. Robert K. Greenleaf
www.greenleaflearning.com
Source: Memory, Recall, the
Brain & Learning,” 2005
www.GreenleafLearning.com
History
1. __________
2. __________
3. __________
4. __________
Characters
1. __________
2. __________
3. __________
4. __________
Geography
1. __________
2. __________
3. __________
4. __________
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Photographs “drain” ideas/feelings/meaning
& can be used to generate text
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Characterizations:
Learners draw lines/write words/descriptions around
figure ~ making visual/verbal links in memory
Maria Montessori
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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Characterizations: Learners draw lines/write words/descriptions around figure ~ making
visual/verbal links in memory
COMPARE ~ CONTRAST
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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Learners
weather
Tropical
winter
seasons
storms
sun Clouds
snow
burn
summer
desert
rain
change
wind
Plants
grow
hurricanes
Leaves
fall
jungles
thunder
Beginning a Unit of Study
Dr. Robert K. Greenleaf
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• In the winter
of 1932-33,
the heart of
the Great
Depression,
men line up
for a free
meal in New
York City. • (Associated Press)
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In depth examination ~ followed by interpretation
It is 1944. The Germans have just left Paris and the collaborators are being….
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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 A lot Typical Usual 1 2 3 4 5
Dr. Robert K. Greenleaf
www.greenleaflearning.com
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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 the book-sales location, along with
other books.