Olivia Foy

Annotated Bibliography Module 4

EDIT 720*D1
July 20, 2022

Annotated Bibliography for Module 4

#1: Driscoll, M. & Burner, K. (2022). Psychology of Learning for Instruction (4th ed.) (chapter

3, pp. 65-102). Boston, MA: Allyn and Bacon

This chapter from Driscoll focuses on the structure of cognitive thinking and how stimuli

interacts in the sensory, working, and long-term memory. Chapter three starts out with the

connection to behavior and cognitive thinking by providing examples of how behaviorists

used cognitive insight to perform different experiments. This built on the knowledge that

interactions and the ability of someone to solve problems is based on their experiences.

The birth of the Informational Processing Theory led to the discovery of the cause of

certain behaviors and the effect on stimuli. The working memory allows the chunking of

information to retain large amounts until it can be transferred into the long-term memory.

Once in the long term-memory, it can never truly be lost. Our long-term memory has

infinite capacity similar to sensory memory except that sensory memory can only hold

information for a few seconds. Terms such as encoding, the blending of new information

with previous information, and the central executive which controls attention in the

sensory and working memory. Perception can change based on attributes such as

proximity, similarity, and simplicity. Working memory is the central component of the

information processing unit. Even though the working memory is limited in capacity, it is

a crucial component in cognitive abilities such as comprehension and problem-solving.

The chapter also focuses on several concepts that can affect the working memory such as

interference and the failure of information retrieval. There are three different subgroups

of long-term memory. Semantic memory portrays individual information that is stored in

Olivia Foy
Annotated Bibliography Module 4
EDIT 720*D1
July 20, 2022

permanent memory. Episodic memory describes memories related to a particular event.

Implicit memory occurs without much effort since it involves something that has been

conducted numerous times. Free recall retrieval in long-term memory allows the display

of what the memory actually remembers without any cues or hints. Information must be

organized in order to help learners encode new information of instruction.

#2 Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology

Review, 3, 149-210

This journal article focuses on the Dual-Coding System by distinguishing between verbal

and nonverbal modalities. Nonverbal information includes mental images. This is more

helpful then the verbal information system due to its ability to provide more information

and can adapt to a variety of situations. Verbal systems relate words to associate with

other words while nonverbal joins pictures with other corresponding images. Concrete

topics are easier to form images than abstract ones while imagery also depends on

individual learners. Abstract words were harder to define than concrete school subjects.

During experiments, it has shown that students paid more attention to text with higher

imagery and could answer comprehension questions better. The topic of associative

relations was mentioned as the connection between words and images. When given

words associated with each other, students most sorted the words into some sort of

hierarchy system such as a tree diagram. This further explains the relationship between

verbal processing and imagery. Imagery also plays an important process in learning and

remembering content taught in class. Creating images can aid in recall as well as

developing mnemonic devices to understand unfamiliar words and concepts. Similar cue
Olivia Foy
Annotated Bibliography Module 4
EDIT 720*D1
July 20, 2022

words and help trigger recall of certain topics from memory that fall under that similar

heading. Schema also plays an important role in the connection of words and recall of

information from working and long-term memory. As teachers, it is also important to

consider concrete words as well as imagery when planning lessons as these same topics

are easier to understand by learners than abstract concepts taught in the classroom.

Comprehension is more fluent in lessons that portray visual illustrations and mnemonic

devices. Individual differences in classroom learning can also be measured using a

variety of assessments that provide scales of student abilities.

#3 Mayer, R.E., Sims, V.K. (1994). For whom is a picture worth a thousand words? Extensions

of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86,

389-401.

In this article of Dual-Coding in Multimedia Learning, the focus is on verbal and visual

information to aid in instruction. It has been referenced how visual information can be

just as helpful as verbal and auditory information. In most cases, learners function better

when visual and verbal encoding are connected together such as when the pictures or

animations are presented with the verbal statements. This is further mentioned in the

article with the Contiguity Effect. Low-spatial ability students are more likely to recall

information and build connections if the verbal and visual encoding is happening

together. Two experiments were conducted to test this theory involving low-experienced

learners and using narration and animation. In the experiments, some of the groups were

given information synchronously while others were given the same information but

separately one after the other. The results show that students were able to answer the
Olivia Foy
Annotated Bibliography Module 4
EDIT 720*D1
July 20, 2022

questions better when the information was displayed simultaneously. It was also shown

the results that high-spatial ability students who received the instruction concurrently

were able to given more creative answers compared to the other groups. Prior knowledge

and experience play a key role in the ability of the learner to connect the information

between the two modalities and provide more detailed responses to questioning.

#4 Pylyshyn, Z.W. (2003). Return of the mental image: Are there really pictures in the brain?

Trends in Cognitive Science, 7, 113-118.

In this article, it focuses on the fact that our thoughts are either depicted in words or

images. The Picture Theory is become a common study of interests and there are several

points addressed resulting in support and argument of this theory. According to the

theory, images can be formed in any format based on the learner’s sense of what the

concept relates to and, therefore, as no fixed layout. Since there is no set way of the

concept being formed mentally in design, the image is based on how the learner

comprehends what the problem is referring. Images are formed in our visual cortex

whether created from something being detected in vision or created in imagery from the

mind. One difference between visual images and mental images is that mental images

does not change in size as visual images sometimes do based on distance. Even though

there are several differences between visual images and imagery, they are connected

together in several ways as imagery can allow those who are blind to “see” the image.

Spatial relations can help a learner to better see an image in relation to objects around it.

Spatial locations can also be apparent with images created subconsciously in our heads.