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 |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106802951&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106802951 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2002 vid: 33 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106802951 2003030135 10.1044/0161-1461(2002/024) 106802951 ppf: 291 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Translucency and complexity: effects on Blissymbol learning using computer and teacher presentations. aug: au: Hetzroni OE Quist RW Lloyd LL affil: Department of Education, Faculty of Education, University of Haifa, Mount Carmel, Haifa, 31905; Hetzroni@construct.haifa.ac.il sug: subj: Communication Aids for Persons with Disabilities Learning Methods Communicative Disorders In Infancy and Childhood Comparative Studies Computer-Assisted Instruction Teachers Midwestern United States Case Studies Female Male Child, Preschool Descriptive Statistics Questionnaires Reliability and Validity Human Child, Preschool: 2-5 years Female Male ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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