Comparison of two training methods in the learning and generalization of blissymbolics

Abstract

The purpose of this study was to examine two methods for teaching Blissymbols with 40 nonhandicapped 6 and 12 year olds. In the first method, subjects were taught composite symbols by paired association, while in the second method, they were taught both the composite meaning of each symbol as well as the meaning of the elements from which it is comprised. Mean scores for learning (trials to criterion) and for generalization to the identification of novel symbols were analyzed. Analysis of variance indicated significant differences for both age and teaching method on learning and generalization scores. Results demonstrated that regardless of age, subjects learned more quickly when the meanings of symbol elements were included in training. Furthermore, subjects who received training on symbol elements were better able to generalize their symbol knowledge to the identification of novel stimuli. When retested 8 weeks after the initial training, subjects taught the meanings of symbol elements still performed significantly better than subjects trained by paired association. Clinical implications are discussed with reference to the training of Blissymbols as a graphic communication system with individuals who have speech impairments.

• Blissymbolics
• generalization
• iconicity
• learning
• symbol sets and systems