FACTORS IN VISUAL/GRAPHIC SYMBOL ACQUISITION AND USE

本研究的长期目标是研究影响使用增强语言系统的严重沟通障碍儿童语言发展过程的因素。 在一系列的两项研究中，一个目的是解决：检查不同程度的符号任意性和现存的言语理解技能的歧视，学习，保留和使用符号的通信的影响。 40名6-8岁严重沟通障碍的儿童，根据现存的言语理解技能分为两组，将参加两项研究。 研究1将探讨两个视觉图形符号集，Blissymbols和Lexigrams的可辨别性。 研究二采用计算机辅助教学模式，考察两个月内符号的学习和记忆情况。 研究2还将评估对交际环境的概括。 这两项研究的结果将允许更精确地映射影响增强语言学习的内在和外在因素。 反过来，这些研究结果将允许设计，开发和实施更有效的语言干预措施。

The long term objective of this research is to examine factors that influence the language development process for children with severe communication disorders who use augmented language systems. In a series of two studies, one aim is addressed: to examine the effects varying degrees of symbol arbitrariness and extant speech comprehension skills have on the discrimination, learning, retention, and use of symbols for communication. Forty 6-8 year old children with severe communication disabilities, divided into two groups based on extant speech comprehension skills, will participate in two studies. Study 1 will examine the discriminability of two visual-graphic symbols sets, Blissymbols and Lexigrams. Using a computer-based instructional paradigm, Study 2 will examine symbol learning and retention over a two month period. Generalization to a communicative setting will also be assessed in Study 2. Findings from the two studies will permit a more precise mapping of the intrinsic and extrinsic factors that influence augmented language learning. In turn, these findings will permit the design, development, and implementation of more efficient and effective language interventions.