Use multiple modalities to encode information, not just one
Read about it, draw it, say it aloud, and use it in an example — all in one session.
Why it works
Dual coding theory (Paivio) shows that encoding information in both verbal and visual form creates two independent memory traces and two retrieval routes. This is not learning-styles thinking (do what matches your type) — it is the opposite: use multiple modalities for the same content to multiply encoding pathways. The more different retrieval cues are associated with a memory, the more reliably it is retrieved.
How to do it
- When learning a concept, read the text version, draw a diagram of the relationships, explain it aloud to yourself, and write a concrete example.
- Do this in a single session rather than splitting modalities across sessions.
- The goal is richness of encoding, not adherence to a single preferred style.
Evidence
Paivio’s dual coding theory is well supported: concrete words and pictures, when encoded together, are better recalled than either alone. The principle generalizes to adding any additional processing modality that creates an additional, accurate encoding. Moreno & Mayer (1999) sharpen the condition: pairing words with pictures across separate channels (the modality principle) improves learning, which is why combining modalities on the same content — not matching one to a supposed style — is the effective move. (observational)
Adding more modalities is not always better — redundant or irrelevant modalities can produce cognitive overload rather than richer encoding (Mayer’s redundancy effect).
Sources
- Paivio (1971), Imagery and Verbal Processes
- Mayer (2001), Multimedia Learning (cognitive theory of multimedia learning)
- Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3(3), 149–210.
- Moreno, R., & Mayer, R. E. (1999). Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology, 91(2), 358–368.
Common mistake
Treating multimodal encoding as "do it in your preferred style" — the benefit is from encoding in additional, different modalities beyond your preference, not in restricting to one.
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More practices for The Learning Styles Myth: What the Research Actually Says
- Stop studying "to your style" — study to the content
Choose your study method based on what the material requires, not what feels comfortable.
- Apply retrieval practice regardless of your preferred modality
Testing yourself works for everyone — not just "reading-writing" learners.
- Match study format to content type, not to self-concept
Spatial content deserves diagrams; sequential content deserves narrative — regardless of your preferences.
- Audit your study methods by retention outcome, not by how good they feel
Track what you actually retain a week later, not what felt productive in the moment.
- Update your beliefs about your own learning based on evidence
Treat your learning self-concept as a hypothesis to test, not a fixed truth.
Related concepts
- Make It Stick: The Science of Learning
Retrieval, spacing, interleaving, and elaboration — the evidence-backed core
- Spaced Repetition That Actually Sticks
The spacing effect, expanding intervals, and how to run flashcards well
- Growth Mindset: The Honest Version
The fixed-vs-growth idea, the real mechanisms, and where the evidence is weak