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Learning graphic symbols: The role o...

Hunt-Berg, Mary Margaret.

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Learning graphic symbols: The role of visual cues in interaction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning graphic symbols: The role of visual cues in interaction./
作者:	Hunt-Berg, Mary Margaret.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3890.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9703782
ISBN:	9780591103779

Learning graphic symbols: The role of visual cues in interaction.
Hunt-Berg, Mary Margaret.

Learning graphic symbols: The role of visual cues in interaction. - 130 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3890.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 1996.

Children with severely limited speech are at risk for developing language in predictable ways. Although graphic symbols offer a means of learning language until they can read, very little is known about how children learn words in both spoken and graphic form.

ISBN: 9780591103779Subjects--Topical Terms:

516693
Special education.

Learning graphic symbols: The role of visual cues in interaction.
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245 1 0 $a Learning graphic symbols: The role of visual cues in interaction.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3890.
500 $a Adviser: Brenda Schick.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 1996.
520 $a Children with severely limited speech are at risk for developing language in predictable ways. Although graphic symbols offer a means of learning language until they can read, very little is known about how children learn words in both spoken and graphic form.
520 $a One mechanism known to increase children's ability to learn new words is joint attention. Joint attention is achieved when both child and adult simultaneously attend to the same thing. During social interactions, both adults and children adjust their behavior to achieve joint attention by trying to determine their partner's point of reference. Very young children monitor and use cues in adults' behavior to determine their attentional focus when it differs from their own, but only in limited ways. Adults must use different strategies to regulate joint attention in spoken and visual languages. Supportive cues from visual languages, such as American Sign Language, for maintaining joint attention may suit graphic symbol learning. This research investigates how children use visual cues in social interaction to learn words and graphic symbols.
520 $a Twenty-two children aged three to ten with severe speech and communication disorders saw unfamiliar toys labeled with unfamiliar words and graphic symbols. First the experimenter pointed only to the symbol during labeling, but in the second condition an explicit pointing cue was provided to visually link the object to the graphic symbol.
520 $a Results of comprehension testing indicate that pointing from object to graphic symbol was associated with learning the graphic symbol meaning whereas pointing only to the symbol was not. Children learned spoken labels in both conditions. The time children spent looking at graphic symbols in response to pointing was unrelated to learning. Children's ability to learn graphic symbols was unrelated to receptive vocabulary or graphic symbol experience. These data suggest that children are sensitive to cues in interaction but vary in their use of cues to learn graphic symbols. Maintaining joint attention during interaction using pointing cues may best facilitate language growth by these children.
590 $a School code: 0138.
650 4 $a Special education. $3 516693
650 4 $a Speech therapy. $3 520446
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710 2 $a The University of Nebraska - Lincoln. $3 1024939
773 0 $t Dissertation Abstracts International $g 57-09A.
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793 $a English
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