137
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Considerations for Chinese text input methods in the design of speech generating devices: a tutorial

&
Pages 366-387 | Received 30 Jan 2019, Accepted 04 Aug 2019, Published online: 03 Sep 2019

References

  • ASHA. (2019). Medicare coverage policy on speech-generating devices. Retrieved from https://www.asha.org/practice/reimbursement/medicare/sgd_policy/
  • Baker, B. R., & Chang, S. K. (2006). A mandarin language system in augmentative and alternative communication (AAC). International Journal of Computer Processing of Oriental Languages, 19(4), 225–237. doi:10.1142/S0219427906001438
  • Baker, B. R., Yao, T., Andres, P., Mark, A., & Zucco, M. A. (2014, October). Pictorial keyboard with polysemous keys for Chinese character output. Retrieved from https://www.researchgate.net/profile/Bruce_Baker8
  • Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, MD: Paul H. Brookes Publishing.
  • Blischak, D. M., Lombardino, L. J., & Dyson, A. T. (2003). Use of speech-generation devices: In support of natural speech. Augmentative and Alternative Communication, 19(1), 29–35. doi:10.1080/0743461032000056478
  • Bradley, N., & Poppen, W. (2003). Assistive technology, computers and Internet may decrease sense of isolation for homebound elderly and disabled persons. Technology and Disability, 15, 19–25. doi:10.3233/TAD-2003-15104
  • Chai, C. S., Wong, L.-H., Sim, S. H., & Deng, F. (2012). Exploring the relationships between students’ ability of computer-based Chinese input and other variables associated to their performances in composition writing. TOJET: the Turkish Online Journal of Educational Technology, 11(3), 153–161. Retrieved from http://search.ebscohost.com
  • Chan, F., Hedl, J. J., Parker, H. J., Lam, C. S., Chan, T. N., & Yu, B. (1988). Differential attitudes of Chinese students toward people with disabilities: A cross-cultural perspective. The International Journal of Social Psychiatry, 34(4), 267–273. doi:10.1177/002076408803400404
  • Chao, P. J., Huang, Y. T., Fried, J. H., Hsu, T. H., & Ososkie, J. N. (2018). Attitudes and reflections of Vietnamese managers toward their employees with disabilities. Journal of Rehabilitation, 84(3), 14–27. Retrieved from http://search.ebscohost.com
  • Chan, L. L. (2016). Hanyu Pinyin. In S. Chen (Ed.), The routledge encyclopedia of the Chinese language. New York: NY: Routledge.
  • Chen, X. X., Zheng, F., Li, J., Li, A. J., & Yin, Z. G. (2003). Analysis of phonetic changes of Shanghai accent Mandarin based on voice annotation, in proceedings of the National Conference on Man-machine Speech Communications (NCMMSC7), 224–227, Xiamen, China. Retrieved from https://pdfs.semanticscholar.org/4a52/fc064e45b5b3b4df535c9c13ee88b843e3d1.pd
  • China Business Review. (2016). Hiring disabled workers in China: Incentives and challenges. China Business Review, 12, Retrieved from http://search.ebscohost.com
  • Dahlgren Sandberg, A. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: a longitudinal study. Developmental Medicine and Child Neurology, 48(8), 629–634. doi:10.1017/S0012162206001344
  • Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (2015). Pinyin invented spelling in Mandarin Chinese-Speaking children with and without reading difficulties. Journal of Learning Disabilities, 48(6), 635–645. doi:10.1177/0022219414522704
  • Duanmu, S. (2007). The phonology of standard Chinese (2nd ed.). New York, NY: Oxford University Press Inc.
  • Fager, S. K., Fried-Oken, M., Jakobs, T., & Beukelman, D. R. (2019). New and emerging access technologies for adults with complex communication needs and severe motor impairments: State of the science. Augmentative and Alternative Communication, 35, 13–25. doi:10.1080/07434618.2018.1556730
  • Fong, M. C., & Minett, J. W. (2012). Chinese input methods: Overview and comparisons. Journal of Chinese Linguistics, 40(1), 102–138.
  • Goldman-Eisler, F. (1986). Cycle linguistics: Experiments in spontaneous speech. New York: Academic Press.
  • Guan, C. Q., & Wang, Y. (2017). The effect of handwriting training on language learning among deaf children and their matched hearing peers in China. American Annals of the Deaf, 162(3), 265–276. doi:10.1353/aad.2017.0025
  • Han, Z., & Bi, Y. (2009). Oral spelling and writing in a logographic language: Insights from a Chinese dysgraphic individual. Brain & Language, 110, 23–28. doi:10.1016/j.bandl.2008.12.002
  • Han, Z., Zhang, Y., Shu, H., & Bi, Y. (2007). The orthographic buffer in writing Chinese characters: Evidence from a dysgraphic patient. Cognitive Neuropsychology, 24(4), 431–450. doi:10.1080/02643290701381853
  • Hou, J.-Y. (2002). Introduction to modern Chinese dialects. Shanghai,  China: Shanghai Education Press.
  • Kuo, W., Yeh, T., Lee, C., Wu, Y., Chou, C., Ho, L., … Hsieh, J. (2003). Frequency effects of Chinese character processing in the brain: an event-related fMRI study. NeuroImage, 18(3), 720–730. doi:10.1016/S1053-8119(03)00015-6
  • Lee, C. H., & Kalyuga, S. (2011). Effectiveness of different Pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61(4), 1099–1118. doi:10.111/j.1467-9922.2011.00666x
  • Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication. Augmentative and Alternative Communication, 5, 137–144. doi:10.1080/07434618912331275126
  • Light, J. (2003). Shattering the silence: Development of communicative competence by individuals who use AAC. In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 3–38). Baltimore, MD: Paul H. Brookes.
  • Light, J., & McNaughton, D. (2014a). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era? Augmentative and Alternative Communication, 30(1), 1–18. doi:10.3109/07434618.2014.885080
  • Light, J., & McNaughton, D. (2014b). From basic to applied research to improved outcomes for individuals who require augmentative and alternative communication: Potential contributions of eye tracking research methods. Augmentative and Alternative Communication, 30, 99–105. doi:10.3109/07434618.2014.906498
  • Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication, 35, 1–12. doi:10.1080/07434618.2018.1556732
  • Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35, 26–41. doi:10.1080/07434618.2018
  • Lin, M., & Sears, A. (2007). Constructing Chinese characters: keypad design for mobile phones. Behaviour & Information Technology, 26(2), 165–178. doi:10.1080/01449290500094333
  • Liu, P. D., Chung, K. H., McBride-Chang, C., & Tong, X. (2010). Holistic versus analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107, 466–478. doi:10.1016/j.jecp.2010.06.006
  • McNaughton, D., Rackensperger, T., Dorn, D., & Wilson, N. (2014). “Home is at work and work is at home”: Telework and individuals who use augmentative and alternative communication. Work: Journal of Prevention, Assessment & Rehabilitation, 48(1), 117–126. doi:10.3233/WOR-141860
  • Ministry of Education of China. (1988). Xian Dai Han Yu Tong Yong Zi Biao ([List of Commonly Used Characters in Modern Chinese]).
  • Ministry of Education of China. (2010). Guojia Zhongchangqi Jiaoyu Gaige He Fazhan Guihua Gangyao (2010–2020) [Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020)], retrieved from. http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm
  • Ministry of Education of China. (2011). Yiwu jiaoyu yuwen kecheng biaoz hun [Curriculum standard of Chinese language for obligatory education]. Beijing, China: Beijing Normal University Press. pp. 7–18.
  • Ministry of Education of China. (2019). Introduction to Chinese language. Retrieved from http://www.moe.gov.cn/jyb_sjzl/s5990/201903/t20190311_372965.html
  • National Language Commission, and Ministry of Education of China. (2013). Shizi jiaoxue yong tongyong jianpan Hanzi zixing shuru xitong pingce guize [Evaluation rules of Chinese characters input system with universal keyboard for literacy education]. Beijing, China: Yuwen Publishing House.
  • Niu, J., Liu, Y., Lin, J., Zhu, L., & Wang, K. (2014). Stroke++: A new Chinese input method for touch screen mobile phones. International Journal of Human-Computer Studies, 72(4), 440–450. doi:10.1016/j.ijhcs.2014.01.001
  • Oracle. (2010). WangMa Wubi input method. Retrieved from https://docs.oracle.com/cd/E19253-01/817-2523/userprcinputmethod-1003z/index.html
  • Pihlajaniemi, J., & Su, M.-J. (2017). New AAC products and technologies. Paper presented to the First East Asian Regional Conference on Augmentative and Alternative Communication, Beijing, China.
  • Porzucki, N. (2012, July 11). How technology is changing Chinese, one pun at a time. PRI’s The World, Retrieved from https://www.pri.org/stories/2012-07-11/how-technology-changing-chinese-one-pun-time
  • Putonghua Training and Testing Center of National Language Commission of China. (2003). The implementation outline of Putonghua proficiency testing (pp. 41–42). Beijing, China: Commercial Press.
  • Qiu, X. G. (2000). Chinese writing. (G. L. Mattos & J. Norman, Trans). Berkeley, CA: Society for the Study of Early China and The Institute of East Asian Studies, University of California.
  • Shilon, S. F., Fu, X., & Xi, M. (2018, July). Experiences with augmentative and alternative communication in mainland China. Paper presented at the18th Biennial Conference of ISAAC, the International Society for Augmentative and Alternative Communication, Gold Coast, Australia.
  • Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: implications for learning to read. Child Development, 74(1), 27–47. doi:10.1111/1467-8624.00519
  • Stadskleiv, K., Liu, L., Sem, A., & Tetzchner, S. V. (2017). First acquisition of graphic communication in adolescence. Paper presented at the First East Asian Regional Conference on Augmentative and Alternative Communication, Beijing, China.
  • Stadskleiv, K., Liu, L., von Tetzchner, S., & Bjorgaas, H.-M. (2018, July 21–26). Fast acquisition of graphic communication in adolescence. Paper presented at the 18th Biennial Conference of the International Society for Augmentative and Alternative Communication, Gold Coast, Australia,
  • Sun, M., Fu, X., Liu, Y., Liu, M., Stadskleiv, K., Shilon, S. F., Su, X., M., & von Tetzchner, S. (2018, July). Report on the first East Asian Regional AAC conference. Poster presented at the18th Biennial Conference of ISAAC, the International Society for Augmentative and Alternative Communication, Gold Coast, Australia.
  • Sun, M., Fu, X., & von Tetzchner, S. (2016, January 1–3). Augmentative and alternative communication intervention for a child with Autism in China. Conference Proceedings – International Society for Augmentative & Alternative Communication, Retrieved from https://www.isaac-online.org/wordpress/wp-content/uploads/ISAAC-2018-Conference-Program-ACC__-1.pdf
  • Tsai, M., & Yu, T. (2018, July). Past, current, and future practice in Taiwan. Paper presented at the 18th Biennial Conference of ISAAC, the International Society for Augmentative and Alternative Communication, Gold Coast, Australia.
  • Tung, C., & Jean, E. A. (2009). A modified phoneme-based Chinese input method for minimizing conflict code rate. Computer Standards & Interfaces, 31(2), 292–299. doi:10.1016/j.csi.2008.02.005
  • Ullman, M. T., & Pullman, M. Y. (2015). A compensatory role for declarative memory in neurodevelopmental disorders. Neuroscience & Biobehavioral Reviews, 51, 205–222. Epub 2015 Jan 15 doi:10.1016/j.neubiorev.2015.01.008
  • von Tetzchner, S., & Martinsen, H. (2011). Zouchu zibi: fazhan zhang’ai ertong, qingshaonian he chengren de goutong fuzhu jishu (A bridge out of isolation – Introduction to augmentative and alternative communication). Beijing, China: Tianjin Education Press.
  • Wang, J., Zhai, S., & Su, H. (2001). Chinese input with keyboard and eye-tracking: An anatomical study. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, (pp. 349–356). doi:10.1145/365024.365298
  • Wang, X., Wang, S., Fan, Y., Huang, D., & Zhang, Y. (2017). Speech-specific categorical perception deficit in autism: An Event-Related Potential study of lexical tone processing in Mandarin-speaking children. Scientific Reports, 7, 43254. doi:10.1038/srep43254
  • Wang, Y. M. (2005). Jisuanji Hanzi jianpan sheji san yuanli [The three principles of computer Chinese character keyboard design]. Chinese Journal of Computer, 5, 870–881.
  • Wikipedia authors, Wubi Method. (2019, April). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Wubi_method
  • Williams, M. (2004). Confessions of a multi-modal man. Alternatively Speaking, 7, 6.
  • Xiao, F. (2017, November). The present situation and outlook of AAC Research in China. Keynote address to the First East Asian Regional Conference on Augmentative and Alternative Communication, Beijing, China.
  • Yin, J. J. (2016). Chinese Characters. In S. Chan (Ed.), The routledge encyclopedia of the Chinese language (pp. 56–62). New York: NY: Routledge.
  • Yin, L., Li, W., Chen, X., Anderson, R., Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin knowledge in Chinese reading. Writing Systems Research, 3, 59–68. doi:10.1093/wsr/wsr010
  • Yin, L., & McBride, C. (2015). Chinese kindergartners learn to read characters analytically. Psychological Science, 26(4), 424–432. doi:10.1177/0956797614567203
  • Zhang, Y., Zhang, L., Shu, H., Xi, J., Wu, H., Zhang, Y., & Li, P. (2012). Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones. Journal of Child Psychology and Psychiatry, 53, 874–882. doi:10.1016/j.cedpsych.2017.02.002
  • Zhang, Y., Zhang, Y., & Sun, M.-S. (2013). Automatic identification of Chinese dialect based on the data from Chinese Pinyin input method. Journal of Chinese Information Processing, 27(5), 22–29.
  • Zheng, J., Chu, X., & Zhang, L. (2006). The latest training textbook for Wubi Zixing input system. Beijing, China: Tsinghua University Press.
  • Zheng, Q., Tian, Q., Hao, C., Gu, J., Tao, J., Liang, Z., … Hao, Y. (2016). Comparison of attitudes toward disability and people with disability among caregivers, the public, and people with disability: findings from a cross-sectional survey. BMC Public Health, 16(1), 1–10. doi:10.1186/s12889-016-3670-0
  • Zheng, Y. B., Li, C., & Sun, M. S. (2011). CHIME: An efficient error-tolerant Chinese Pinyin input method, Conference: IJCAI 2011, Proceedings of the 22nd International Joint Conference on Artificial Intelligence, Barcelona, Catalonia, Spain. 2551–2556 doi:10.2337/dc11-0652
  • Zhu, H. (2000). Phonology development and disorder of Putonghua (Modern Standard Chinese)-speaking children (Doctoral Dissertation of Newcastle University). Newcastle, UK. Retrieved from http://theses.ncl.ac.uk/jspui/handle/10443/2659.
  • Zhu, H. (2002). Phonological development in specific contexts: Studies of Chinese-speaking children. Bristol, UK: Multilingual Matters.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.