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Effects of Configuration on the Paired-Associate Learning of Blissymbols by Preschool Children With Normal Cognitive Abilities

Translucency appears to be a potent variable in the learning of Blissymbols by preschool children with normal cognitive abilities. Complexity does not appear to influence learning for these individuals when there is a concurrent condition of high translucency. However, a condition of high complexity...

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Bibliographic Details
Published in:Journal of speech and hearing research 1992-12, Vol.35 (6), p.1376-1383
Main Authors: Fuller, Donald R, Lloyd, Lyle L
Format: Article
Language:English
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Summary:Translucency appears to be a potent variable in the learning of Blissymbols by preschool children with normal cognitive abilities. Complexity does not appear to influence learning for these individuals when there is a concurrent condition of high translucency. However, a condition of high complexity seems to enhance the learnability of Blissmbols having low translucency. For the present experiment, an attempt was made to determine if symbol configuration affects the learning of highly complex Blissymbols that bear little relationship to their referents. A paired-associate learning paradigm was used to present 30 Blissymbols to 20 cognitively normal preschool children. These symbols were evenly divided into superimposed and nonsuperimposed groups. Results indicated that the children learned more superimposed symbols than their nonsuperimposed counterparts. The implications of this finding for the teaching of Blissymbols are discussed.
ISSN:0022-4685
1092-4388
1558-9102
DOI:10.1044/jshr.3506.1376