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

Autor/inn/en	Schlosser, Ralf W.; Shane, Howard; Sorce, James; Koul, Rajinder; Bloomfield, Emma; Debrowski, Lisa; DeLuca, Tim; Miller, Stephanie; Schneider, Danielle; Neff, Allison
Titel	Animation of Graphic Symbols Representing Verbs and Prepositions: Effects on Transparency, Name Agreement, and Identification
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 2, S.342-358 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0164)
Schlagwörter	Identification; Animation; Comparative Analysis; Verbs; Preschool Children; Age Differences; Educational Technology; Accuracy; Visual Aids; Teaching Methods; Speech Language Pathology; Form Classes (Languages); Augmentative and Alternative Communication; Assistive Technology + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Unterrichtsmedien; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau
Abstract	Purpose: The effects of animation on transparency, name agreement, and identification of graphic symbols for verbs and prepositions were evaluated in preschoolers of 3 age groups. Methods: A mixed-group design was used; in each age group, half of the children were randomly allocated to 1 of 2 orders of symbol formats. The 52 children were asked to guess the meaning of symbols and to identify a target symbol among foils given the spoken label. Results: Animated symbols were more transparent than static symbols, although this was more pronounced for verbs. Animated verbs were named more accurately than static verbs, but there was no difference between animated and static prepositions. Verbs were identified more accurately compared with prepositions, but there was no difference between symbol formats. Older children guessed, named, and identified symbols more effectively than younger children. Conclusion: Animation enhances transparency and name agreement, especially for verbs, which reduces the instructional burden that comes with nontransparent symbols. Animation does not enhance identification accuracy. Verbs are easier to identify than prepositions. A developmental effect was observed for each measure. Limitations and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10