Limitation of Short-term Memory and Dual Coding

Regina Chan to share :

Limitation of short-term memory
Short-term memory, contrary to long-term memory, is also referred to as primary memory, which is the capacity for holding a very limited amount of information in mind for a short period of time. It is believed to be just a few seconds, often stored as sounds, especially in recalling words, but may be stored as images. It works like a computer’s RAM in that it provides a working space for short computations and then transfers it to other parts of the memory system or discards it. According to Mayer (2003), short-term memory is that part of memory corresponding to your active consciousness or awareness. Also, “Short-term memory is the work bench of our consciousness, and includes our awareness of the sensations, feelings and thoughts that are experienced”. To know more about the short-term memory, please see the reference links at

http://library.thinkquest.org/26618/en-5.2.3=Short-term memory.htm and
http://en.wikipedia.org/wiki/Short-term_memory

Reflection
The short-term memory store is very limited and STM is vulunerable to interruption or interference and loss very quickly. In education, it is important to improve short term memory of students, we have to focus the attention of our students or learners, try to maintain their interest. The way how we present our information is important, whether it is organised, structured, elaborated will enhance the short-term memory capacity. But how the short term memory can be improved with technology integration? How’s about mind maps? A mind map is an intuitive arrangement of concepts and ideas that all relate to one central idea. It may help us to organize information in a way that is similar to how our mind stores and associates things. When we learn things in a way that is compatible with how our mind makes associations, it is easier to recall them to short term memory. Certainly, the mindmeister the one I learnt is a good option. Anyone can share more your experiences?

You may try this short term memory test for fun :
http://faculty.washington.edu/chudler/stm0.html


Dual Coding
The dual coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that the human cognition consists of two subsystems that process knowledge simultaneously, one processing the verbal objects and one dealing with visual objects. The two systems have different functions; the verbal subsystem processes and stores linguistic information whereas the visual subsystem processes and stores images and pictorial information. While the two subsystems can be activated independently, the interrelations and connections of the two systems allow the dual coding of information.

When reviewing examples where this theory was applied, one can clearly see the importance of presenting information in both visual and verbal representations. When designing instructional interfaces, the designer should consider that proper application of this principle could result in enhancement of recall and recognition of content.
The dual coding theory also discusses limitations of the verbal and visual subsystem processes. Humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. A multimedia presentation that shows multiple visuals such as an image of a speaker as well as the text that the speaker is reading could overwhelm the viewer because he/she must now attend to two images. On the other hand, an eLearning module that shows images of person using a digital camera or iPod while also simultaneously providing narration that describes the images could potentially provide for improved learning because the visual and verbal information does not compete with each other.
Reference : http://www.dualcode.com/about/dualcodingtheory.htm

Reflection
The educational applications of DCT, I think, firstly, is emphasis on our nonverbal system that will facilitate our cognitive skills at later development. How to promote our cognitive growth is the integration of verbal and visual systems. Unlike the traditional education, we were taught in a more verbal-oriented learning setting in that rests on verbal communication between the teachers and students. With the advent of technology development, the importance visual experience is essential for the development of normal perception and promotes learning and memory. For example, we are used to use PowerPoint to support as a medium in a course delivery and presentation. The interplay of verbal and nonverbal systems should be demonstrated in school setting in order to promote learner-directed education. Why do you think?

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