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Mayer’s Cognitive Theory of Multimedia Learning (CTML) specifies on a cognitive level how learning from multimedia instructional messages takes place and has produced many instructional principles that can be used to strengthen learning from multimedia. In this chapter, we explore the historical foundations of the CTML in cognitive psychology and in the field of instructional design. More specifically, we discuss three foundational theories to which the CTML is related that provide a strong theoretical and empirical basis for its cognitive and instructional principles and processes. These theories are Alan Baddeley and Graham Hitch’s multistore model of memory, Allan Paivio’s dual coding theory, and John Sweller’s theory of cognitive load. We introduce these theories as they existed at the time the development of the CTML started, and discuss how they are connected to Mayer’s CTML. In addition to discussing the theoretical connections, we also discuss differences between the foundational theories and the CTML and recent developments in these theories.
Dual coding theory proposes that abstract concepts are encoded and stored in memory in the form of symbolic or verbal representations, whereas concrete concepts are dually encoded into memory as both verbal representations and image codes grounded in perceptual experience. This chapter describes the three recent event-related functional magnetic resonance imaging (fMRI) experiments in which word imageability was manipulated during visual lexical decision, semantic decision, and word naming tasks. It attempts to resolve some of the inconsistencies in the imaging literature by using relatively large samples of participants and large numbers of items to ensure reliable activation patterns, by careful matching of concrete and abstract items on all possible nuisance variables, and by matching as closely as possible the task demands for the concrete and abstract conditions. The results were remarkably consistent across studies and provide clear support for some of the basic tenets of the dual-coding model.
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