Animation of Graphic Symbols Representing Verbs and Prepositions: Effects on Transparency, Name Agreement, and Identification

Schlosser, Ralf W.; Shane, Howard C.; Sorce, James F.; Koul, Rajinder; Bloomfield, Emma Frances; Debrowski, Lisa; DeLuca, Tim; Miller, Stephanie; Schneider, D.T.; Neff, Allison

doi:10.1044/1092-4388(2011/10-0164)

Cited by 37 publications

(36 citation statements)

References 26 publications

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“…All are single-center, randomized controlled studies, performed in 3 countries across 3 continents (Africa, Asia, and North America). Eleven of the studies (78.6%) were from USA [33], [35]–[40], [42], [44]–[46] and, specifically, from 5 groups. These groups reported the results (usually as a thorough examination) of the approach they developed.…”

Section: Resultsmentioning

confidence: 99%

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

Costantino

Bonati

2014

PLoS ONE

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BackgroundAugmentative and Alternative Communication (AAC) is used for treating children with severe disorders of speech-language production and/or comprehension. Various strategies are used, but research and debate on their efficacy have remained limited to a specific area and have rarely reached the general medical community.ObjectiveTo systematically evaluate outcomes of AAC interventions in children with limited speech or language skills.MethodsSearches were conducted (up to December 2012) in the MEDLINE, EMBASE, PsycINFO, CINAHL, DARE, and Cochrane Library databases. Furthermore, relevant journals were searched by hand. References from identified studies were examined. Only RCTs were considered. Trial quality was assessed according to a standardized and validated set of criteria.ResultsFourteen of 1661 retrieved papers met inclusion criteria. A total of 666 children were included in the review and 7 papers involved only children <5 years old. Papers were of average quality and all but one had been published during the previous 10 years by one of 8 research groups, 5 of which from the United States. Seven studies directly addressed AAC use by children with different disabilities. Seven studies enrolled typically developing children: 5 evaluated the use of AAC technologies by children without disabilities in order to obtain results that could be used to improve interventions in peers with disabilities, and 2 evaluated peers’ attitudes towards children who used AAC. Both interventions and outcome measures varied widely between studies. Overall findings demonstrate the effectiveness of the AAC interventions considered, but the focus on RCTs alone appears too restrictive.ConclusionsSolid evidence of the positive effects of AAC interventions in children with severe communication disorders must be generated, and different methods are needed besides RCTs. Moreover, it is important that knowledge, research, and debate extend to the medical community in order to ensure clinically effective AAC provision for these children (and their parents).

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Section: Resultsmentioning

confidence: 99%

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

Costantino

Bonati

2014

PLoS ONE

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“…Much of the early research on symbols explored how the perceptual match between graphic symbols and referents might influence children's learning of symbol meanings (Mizuko, 1987;Yovetich & Young, 1988), leading to a productive research focus on the impact of iconicity on learnability and retention of symbols (Alant, Zheng, Harty, & Lloyd, 2013;Dada, Huguet, & Bornman, 2013) and, more recently, on the impact of animation (Fujisawa, Inoue, Yamana, & Hayashi, 2011;Schlosser et al, 2012). There is now considerable evidence that symbols that are highly iconic are more easily learned and remembered, but Stephenson (2009) cautions that iconicity is, to a certain extent, in the eye of the beholder, influenced by prior experience with picture recognition and use.…”

Section: Running Head: Language Development and Aided Communication 14mentioning

confidence: 99%

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

Smith

2015

Augmentative and Alternative Communication

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Language acquisition theories differ in the importance they assign to production as a learning mechanism. This review summarizes some of the theoretical issues linked to this debate and considers their implications for children with severe speech and physical impairments. The unique aspects of the language-learning contexts of these children are explored. Drawing largely on papers published within the journal Augmentative and Alternative Communication, this review summarizes features of language development that have been described over the past 3 decades and considers how these findings might illuminate our understanding of language development across both spoken and aided modalities. Implications for assessment, intervention and for further research are suggested.

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“…They also cite evidence that animations may interfere with learning because they are too complex or distracting, or move too fast. More recently, studies by Stoner, Beck, Dennis and Parette (2011) and Schlosser et al (2012) also failed to prove that animated pictures are better to facilitate vocabulary learning in preschool children than static pictures.…”

Section: Dynamic Versus Static Picture Presentationmentioning

confidence: 99%

The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

Klop

Engelbrecht

2013

South African Journal of Communication Disorders

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Objective. This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book). Method. Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro-and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences. Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro-and macrostructure variables that were investigated. Conclusion. Animation of picture stimuli did not elicit better narratives than static picture stimuli.

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Animation of Graphic Symbols Representing Verbs and Prepositions: Effects on Transparency, Name Agreement, and Identification

Cited by 37 publications

References 26 publications

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

A Scoping Review of Interventions to Supplement Spoken Communication for Children with Limited Speech or Language Skills

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

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