Our brains have two separate but related systems for processing information: a verbal system (words) and a non-verbal system (images, sensations, and the like). As James Clark and Allan Paivio originally put it, “non-verbal imagery and verbal symbolic processes are operationally distinguishable from each other and are differentially available to a learner as associative mediators.” If that made your brain power down, don’t worry it simply means your mind stores and retrieves words and pictures somewhat independently, but they work together to turbocharge memory.
Here’s the interesting part, when you simultaneously engage both the verbal and the non-verbal “channels,” your students can recall information more easily and more accurately. It’s basically the difference between hearing the word “cow” and also picturing a big ol’ black-and-white Holstein. One system triggers the other, forging stronger connections in memory. And no, nobody is purely a “visual learner” or a “verbal learner.” Research has shown that so-called learning styles are little more than urban legend. Clark and Paivio make it clear: Everyone uses both systems.
- Concrete Examples Beat Pure Abstractions
“Freedom,” “justice,” and “mammal” are weighty concepts. Showing a statue of Lady Justice might help, but you still need words to explain her blindfold, her scales, and her sword. Combining images and verbal cues cements comprehension. Students remember information better if you activate both systems at the same time than if you use only one system. - It’s All About Pairing the Right Words with the Right Pictures
We’re all guilty of reading every single word from a busy slide. We might assume hearing it and seeing it is automatically good, but ironically it can overload students. It’s better to show a clear diagram while you explain it verbally. That way, the visuals and the words help each other without overloading the verbal channel.
Classroom Applications
- Picture-Word Tag Teams
Challenge yourself to design slides that seamlessly pairs images with a short verbal explanations. Keep it short, sweet, and purposeful. - Student-Generated Visuals
Ask your students to draw or diagram concepts. They can add short, descriptive labels. This fosters what we might call “double-barrelled learning.” - Provoke Mental Imagery
Encourage learners to picture scenes from a text, or to visualize the lines and angles in shapes.
The bottom line is by combining verbal explanations with purposeful visuals, you tap into both memory systems. This synergy not only keeps your students more engaged, it also forges stronger, longer-lasting memory traces.
The Challenge
As you prepare your next lesson, find just one concept that screams for a good visual. Something as simple as a photo, a diagram, or even a stick-figure doodle will work. Pair it with your spoken explanation. To extend an important concept, ask your students to create their own image or concept map in response. If you’re feeling extra bold, swap stories with a colleague about which images clicked best for your students. You’ll see firsthand how pictures and words together can make learning more concrete, more memorable.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
For more information on this concept, read How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice (https://a.co/d/a0tZSMR) This post is a summary of concepts from How Learning Happens.
School Intellect 