Translucency and complexity: effects on Blissymbol learning using computer and teacher presentations.
Purpose: A single-subject alternating treatment design was used to (a) evaluate the influence of translucency (i.e., the guessability of the symbol when the referent is known) and complexity (i.e., the number of lines or strokes that compose the symbol) on Blissymbol acquisition and (b) compare the...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 33; no. 4; pp. 291 - 304 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Purpose: A single-subject alternating treatment design was used to (a) evaluate the influence of translucency (i.e., the guessability of the symbol when the referent is known) and complexity (i.e., the number of lines or strokes that compose the symbol) on Blissymbol acquisition and (b) compare the effectiveness of computer-based instruction (CBI) and traditional teacher-based instruction (TBI) on students' accuracy in identifying Blissymbols. Method: Three students with communication disorders were taught to identify 40 Blissymbols using the two instructional formats. Results: Findings revealed that high translucency Blissymbols were learned significantly faster than low translucency Blissymbols for all participants. High complexity assisted learning when translucency was high, but hindered learning when translucency was low. These results were evident in both interventions. Clinical implications: Both interventions were found to be effective instructional methods for teaching Blissymbols. |
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