Animation of graphic symbols representing verbs and prepositions: Effects on transparency, name agreement, and identification

Journal of Speech, Language, and Hearing Research

Volumn 55, Issue 2, 2012, Pages 342-358

  Schlosser, Ralf W ^a,b   Shane, Howard ^b   Sorce, James ^b   Koul, Rajinder ^c   Bloomfield, Emma ^a   Debrowski, Lisa ^a   Deluca, Tim ^a   Miller, Stephanie ^a   Schneider, Danielle ^a   Neff, Allison ^a  

^a NORTHEASTERN UNIVERSITY   (United States)

^b BOSTON CHILDREN S HOSPITAL   (United States)

^c TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER   (United States)

Author keywords

Animation; Augmentative and alternative communication; Children; Graphic symbols

Indexed keywords

ART; ARTICLE; CLINICAL TRIAL; COMMUNICATION AID; COMPUTER; COMPUTER PROGRAM; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DAY CARE; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; LANGUAGE DEVELOPMENT; LANGUAGE DISABILITY; LINGUISTICS; MALE; METHODOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; RANDOMIZED CONTROLLED TRIAL; REFERENCE VALUE; SEMANTICS; SYMBOLISM; TEACHING;

CARTOONS AS TOPIC; CHILD DAY CARE CENTERS; CHILD LANGUAGE; CHILD, PRESCHOOL; COMMUNICATION; COMMUNICATION AIDS FOR DISABLED; COMPUTERS; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LANGUAGE DEVELOPMENT DISORDERS; MALE; REFERENCE VALUES; SEMANTICS; SOFTWARE; SYMBOLISM; TEACHING; VOCABULARY;

EID: 84859404311     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2011/10-0164)     Document Type: Article

References (37)

1. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198
2. Assistive Technology Engineering Lab. (2005). Book of picture symbols for everyday communication. Oceanside, CA: Academic Communication Associates.
3. Bétrancourt, M., & Chassot, A. (2008). Making sense of animation: How do children explore multimedia instruction? In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 141-164). New York, NY: Cambridge University Press.
4. Bétrancourt, M., & Tversky, B. (2000). Effect of computer animation on users' performance: A review. Le Travail Humain, 63, 311-330
5. Beukelman, D. R. (1991). Magic and cost of communicative competence. Augmentative and Alternative Communication, 7, 2-10
6. Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore, MD: Brookes.
7. Brown, R. (1977). Why are signed languages easier to learn than spoken languages? Part two. Bulletin of the American Academy of Arts and Sciences, 32, 25-44
8. Brownell, R. (2000). Receptive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy Publications.
9. Callaghan, T. C. (2000). Factors affecting graphic symbol understanding in the third year: Language, similarity and iconicity. Cognitive Development, 15, 207-236
10. Cowan, R. (2008). The teacher's grammar of English: A coursebook and reference guide. New York, NY: Cambridge University Press.
11. Cycowicz, Y. M., Friedman, D., & Rothstein, D. (1997). Picture naming by young children: Norms for name agreement, familiarity, and visual complexity. Journal of Experimental Child Psychology, 65, 171-237
12. Dixon, L. (1981). A functional analysis of photo-object matching skills of severely retarded adolescents. Journal of Applied Behavior Analysis, 14, 465-478
13. Fuller, D. R. (1997). Initial study into the effects of translucency and complexity on the learning of Blissymbols by children and adultswith normal cognitive abilities. Augmentative and Alternative Communication, 13, 30-39
14. Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722-738
15. Huttenlocher, J., Smiley, P., & Charney, R. (1983). Emergence of action categories in the child: Evidence from verb meanings. Psychological Review, 90, 72-93
16. Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24, 29-42
17. Lloyd, L. L., Fuller, D. R., & Arvidson, H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Needham Heights, MA: Allyn & Bacon.
18. Mayer-Johnson. (2008). Boardmaker Plus [Computer software]. Solana Beach, CA: Author.
19. Michael, F. (2010). Power analysis for ANOVA designs. Retrieved from www.math.yorku.ca/SCS/Online/power.
20. Mineo, B. A., Peischl, D., & Pennington, C. (2008). Moving targets: The effect of animation on identification of action word representations. Augmentative and Alternative Communication, 24, 162-173
21. Mirenda, P., & Locke, P. (1989). A comparison of symbol transparency in nonspeaking children with intellectual disabilities. Journal of Speech and Hearing Disorders, 54, 131-140
22. Mizuko, M. (1987). Transparency and ease of learning of symbols represented by Blissymbols, PCS, and Picsyms. Augmentative and Alternative Communication, 3, 129-136
23. Mizuko, M., & Reichle, J. (1989). Transparency and recall of symbols among intellectually handicapped adults. Journal of Speech and Hearing Disorders, 54, 627-633
24. Musselwhite, C., & Ruscello, D. (1984). Transparency of three communication systems. Journal of Speech and Hearing Research, 27, 436-443
25. Romski, M. A., Sevcik, R. A., & Adamson, L. B. (1997, March). Toddlers with developmental disabilities who are not speaking: Family stress, home environment, and language intervention. Paper presented at the Communication Disorders and Families Symposium, 30th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Riverside, CA.
26. Schlosser, R. W., & Lloyd, L. L. (1993). Effects of initial element teaching in a storytelling context on Blissymbol acquisition and generalization. Journal of Speech and Hearing Research, 36, 979-995
27. Schlosser, R. W., & Lloyd, L. L. (1997). Effects of pairedassociate learning versus symbol explanations on Blissymbol learning and use. Augmentative and Alternative Communication, 13, 226-238
28. Schlosser, R.W., Shane, H., Sorce, J., Koul, R., Bloomfield, E., & Hotz, L. (2011). Identifying performing and underperforming graphic symbols for verbs and prepositions in animated and static formats: A research note. Augmentative and Alternative Communication, 27, 205-214
29. Schlosser, R. W., & Sigafoos, J. (2002). Selecting graphic symbols for an initial request lexicon: Integrative review. Augmentative and Alternative Communication, 18, 102-123
30. Sevcik, R. A., Romski, M. A., & Wilkinson, K. (1991). Roles of graphic symbols in the language acquisition process for persons with severe cognitive disabilities. Augmentative and Alternative Communication, 7, 161-170
31. Shane, H. C., & Weiss-Kapp, S. (2007). Visual language in autism. San Diego, CA: Plural Press.
32. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215
33. Tomasello, M. (1987). Learning to use prepositions: A case study. Journal of Child Language, 14, 79-98
34. Troseth, G. L. (2003). Getting a clear picture: Young children's understanding of a televised image. Developmental Science, 6, 247-253
35. Tversky, B., Morrison, J. B., & Bétrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247-262
36. Washington, D. S., & Naremore, R. C. (1978). Children's use of spatial prepositions in two-and three-dimensional tasks. Journal of Speech and Hearing Research, 21, 151-165
37. Zangari, C., Lloyd, L. L., & Vicker, B. (1994). Augmentative and alternative communication: An historic perspective. Augmentative and Alternative Communication, 10, 27-59.