A cognitive psychological study of communication with visual symbols.

这项调查旨在开发一些有用的沟通工具，不仅方便残疾人，也方便其他任何人，包括老年人或儿童。为了实现这一目标，一些心理学研究调查了学龄前儿童和老年人对静态和动画视觉符号的理解差异。心理学研究表明，参与者报告的动画表意符号的名称比静态符号的名称更合适。特别是，代表明确运动的概念被认为用动画表意文字更好地表达。还有人认为，箭头的含义，用来表示静态表意文字的运动，不容易被学龄前儿童和老年参与者理解。对于许多参与者来说，这些相应的动画表意文字的表现得到了改善，就像小孩子一样。两组在对一些视觉符号的命名任务中表现出了令人印象深刻的差异。研究结果反映在两种通讯工具的出版物中。一个是像专辑一样的书，名为“PICBOOK”，其中包含了视觉符号，另一个是名为“PICDIC”的软件，可以与动画符号一起使用。

This investigation aimed to develop some useful tools for communication which are convenient not only for handicapped people but also any other people including the aged or young children. In order to achieve this goal, several psychological researches have been conducted to investigate the differences of comprehension between static and animated visual symbols both in preschoolers and in aged people.It is indicated in the psychological researches that participants reported more appropriate names for animated ideograms than they did so for static symbols. Especially, the concepts that represent explicit motions were considered to be better expressed with animated ideograms. It was also suggested that the meaning of the arrow, which was used to show a movement in static ideograms was not easily understood both by preschoolers and aged participants. The performances for these corresponding animated ideograms turned to be improved for many participants as in the case of young children. Two groups showed impressive discrepancy in their naming tasks for some visual symbols.The findings are reflected in the publication of two communication tools. One is an album-like book named "PICBOOK" that incorporated visual symbols and the other is software named "PICDIC" that could be used with animated symbols.