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examBoard: AQA
examType: GCSE
lessonTitle: Verbalisers and Visualisers
Have you ever noticed that some people prefer to learn through words, while others prefer pictures and diagrams? This difference in how we process information is what psychologists call the verbaliser-visualiser dimension. It's a key part of understanding how learning affects our development.
Key Definitions:
Verbalisers tend to think in words and learn best through reading, writing and discussion. They often talk through problems, enjoy word-based puzzles and can easily remember spoken instructions. When studying, they might prefer to write notes, read textbooks, or discuss concepts with others.
Visualisers think in pictures and learn best through diagrams, charts and other visual aids. They often visualise concepts in their mind, enjoy spatial puzzles and remember what they've seen rather than what they've heard. When studying, they might prefer to use mind maps, colour-coding, or videos.
The concept of verbalisers and visualisers was first proposed by Allan Paivio in the 1970s as part of his Dual Coding Theory. This theory suggests that we process information through two separate but connected channels: verbal and visual.
According to Paivio, we have two cognitive subsystems: one specialised for language (verbal code) and one for non-verbal objects and events (visual code). When we use both systems together, we learn and remember information better than when we use just one system.
Researchers use various questionnaires to determine whether someone is more of a verbaliser or visualiser:
Research using brain imaging techniques has shown that verbalisers and visualisers actually use different parts of their brains when solving problems:
Show more activity in the left hemisphere, particularly in language areas like Broca's and Wernicke's areas.
Show more activity in the right hemisphere and visual processing areas at the back of the brain.
Mayer and Massa (2003) found that these preferences are relatively stable and affect how people approach learning tasks.
This classic study examined how verbalisers and visualisers learned about motorcycle engine mechanics.
NASA uses knowledge about verbaliser-visualiser differences in their astronaut training. They found that some tasks, like spatial navigation in zero gravity, are easier for visualisers. However, communication procedures and emergency protocols are often better handled by verbalisers. As a result, NASA now provides both verbal and visual training materials for all astronauts and sometimes pairs verbalisers and visualisers together for complex tasks.
Most people aren't purely one type or the other – we exist on a spectrum. However, you might lean more towards one style. Here are some signs that might indicate your preference:
Understanding the verbaliser-visualiser dimension has important implications for teaching and learning:
While the verbaliser-visualiser dimension is supported by research, the broader concept of "learning styles" has been criticised. A review by Pashler et al. (2008) found little evidence that matching teaching methods to preferred learning styles improves outcomes. However, most researchers agree that providing information in multiple formats (both verbal and visual) benefits all learners.
The verbaliser-visualiser dimension helps us understand one way that people differ in how they process information. While most of us use both verbal and visual processing, we may have preferences that affect how we learn best. Understanding these differences can help teachers provide more inclusive education and help students develop effective study strategies.
Rather than labelling yourself strictly as a verbaliser or visualiser, it's more helpful to recognise your tendencies and develop skills in both areas. The most effective learners can switch between verbal and visual processing depending on the task at hand.
Next time you're studying, try out different methods – some verbal, some visual – and see which works best for you. You might discover that you're more flexible than you thought!
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