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A Dual Coding View of Vocabulary Learning

DOI: 10.1080/10573560590949359
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. doi:10.1080/10573560590949359

Abstract

A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is briefly reviewed, and a possible resolution suggested. The use of concrete, high-imagery words and both verbal and nonverbal contexts are found to be important factors in teaching sight vocabulary along with word decodability. Effective methods of teaching meaningful vocabulary that are consistent with Dual Coding Theory are briefly reviewed, including self-generated imagery, the use of illustrations, the keyword method, and verbal-associative methods. Results are relevant for both normal readers and those experiencing reading problems.

Authors

  • Mark Sadoski1

What This Study Is About

The researcher wanted to know if we learn vocabulary better when we use two different "mental channels"—one for words and one for pictures—at the same time. This is called Dual Coding Theory.

How They Studied It

This wasn't just one experiment; it was a massive review of many studies involving hundreds of participants, ranging from kindergarteners to college students. Researchers tracked how these groups learned "sight words" (words you recognize instantly) and complex vocabulary. They compared different methods, such as just reading a definition versus looking at a picture or being told to create mental imagery (the ability to "see" a picture in your mind).

What They Found

The results showed that our brains love a "double-save" system:
  • Concrete vs. Abstract: People learned concrete words (things you can touch, like *apple*) about 12% faster than abstract words (ideas, like *truth*).
  • The Power of Pictures: Using illustrations or asking students to imagine a scene made definitions much easier to remember.
  • The Keyword Method: This was a huge winner. To learn a new word, you link it to a similar-sounding word you already know and then imagine them interacting. For example, to learn *potable* (safe to drink), you might imagine a pot of water.

What This Might Mean

This research suggests that for most people, imagery acts like a "mental glue" that helps words stick. However, this raises a fascinating question for those with aphantasia (the inability to visualize or "see" images in the mind).
If the "visual channel" works differently for aphantasics, do they rely more heavily on the verbal channel? While this study suggests imagery is a major advantage, it doesn't prove it's the *only* way to learn. It highlights that understanding *how* we code information can help us find better ways to study.

One Interesting Detail

The study found that for young kids, pictures are great for meaning, but they can actually be a distraction if the child doesn't look at the letters enough! It’s a delicate balance between the "word" channel and the "picture" channel.
This summary was generated by AI and may contain errors. Always refer to the original paper for accuracy.