109
Views
25
CrossRef citations to date
0
Altmetric
Original Article

Toward a common usage of iconicity terminology

&
Pages 215-220 | Published online: 12 Jul 2009

REFERENCES

  • Bellugi, U., & Klima, E. (1976). Two faces of sign: Iconic and abstract. In S. Harmad, H. Steklis, & J. Lancaster (Eds.), The origins and evolution of language and speech (pp. 514–538). New York: Annals of the New York Academy of Sciences.
  • Blau, A. F. (1987). A response to Lloyd and Fuller: Toward an augmentative and alternative communication symbol taxonomy: A proposed superordinate classification. Augmentative and Altema-tie Communication, 3, 97–99.
  • Bloomberg, K., Karlan, G. R., & Lloyd, L. L. (1990). The comparative translucency of initial lexical items represented in five graphic symbol systems and sets. Journal of Speech and Hearing Re-search, 33, 717–725.
  • Brown, R. (1977, May-June). Why are signed languages easier to /earn than spoken languages? Keynote address at the National Association of the Deaf Symposium on Sign Language Research and Teaching, Chicago, IL.
  • Brown, R. (1978). Why are signed languages easier to learn than spoken languages? Part two. Bulletin of the American Academy of Arts and Sciences, 32, 25–44.
  • Bruner, J. S. (1966). On cognitive growth. In J. S. Bruner, R. R. Olver, & P. M. Greenfield (Eds.), Studies in cognitive growth (pp. 1–29). New York: John Wiley & Sons, Inc.
  • Doherty, J. E. (1986). The effects of translucency and handshape difficulty on sign acquisition and retention by preschool children. (Doctoral dissertation, Purdue University, 1985). Dissertation Ab-stracts International, 46, 3317A.
  • Doherty, J. E., & Lloyd, L. L. (1983, May). The effects of production mode, translucency, and manuality on sign acquisition by retarded adults. Paper presented at the 107th Annual Conference of the American Association on Mental Deficiency, Dallas, TX.
  • Dunham, J. K. (1986). The transparency of manual signs in a linguistic and an environmental nonlinguistic context. (Doctoral dissertation, Purdue University, 1985). Dissertation Abstracts International, 47, 146A.
  • Fried-Oken, M. (1987). Terminology in augmentative communication. Language, Speech, and Hearing Services in Schools, 18, 188–190.
  • Fristoe, M., & Lloyd, L. L. (1977, March). The use of manual commu-nication with the retarded. Paper presented at the Tenth Annual Gatlinburg Conference on Research in Mental Retardation, Gatlin-burg, TN.
  • Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. In N. R. Ellis (Ed.), Handbook of mental retardation: Psychological the-ory and research (2nd ed., pp. 401–430). New York: Earlbaum Associates.
  • Fuller, D. R. (1988). Effects of translucency and complexity on the paired associate learning of Blissymbols by cognitively normal children and adults. (Doctoral dissertation, Purdue University, 1987). Dissertation Abstracts International, 49, 710B.
  • Fuller, D. R., & Stratton, M. M. (1991). Representativeness versus translucency: Different theoretical backgrounds, but are they really different concepts? A position paper. Augmentative and Alternative Communication, 7, 51–58.
  • Goossens', C. A. (1984). The relative iconicity and learnability of verb referents differentially represented as manual signs, Blissymbolics, and Rebus symbols: An investigation with moderately retarded Individuals. (Doctoral dissertation, Purdue University, 1983). Dis-sertation Abstracts International, 45, 809A.
  • Griffith, P. L., & Robinson, J. H. (1980). Influence of iconicity and phonological similarity on sign learning by mentally retarded chil-dren. American Journal of Mental Deficiency, 85, 291–298.
  • Griffith, P. L., Robinson, J. H., & Panagos, J. M. (1981). Perception of iconicity in American Sign Language by hearing and deaf subjects. Journal of Speech and Heating Disorders, 46, 388–397.
  • Johnson, J. M. (1989). Comment on terminology. Augmentative and Alternative Communication, 5, 74.
  • Konstantareas, M. M., Oxman, J., & Webster, C. D. (1978). Iconicity: Effects on the acquisition of sign language by autistic and other severely dysfunctional children. In P. Siple (Ed.), Understanding language through sign language research (pp. 213–237). New York: Academic Press.
  • Lloyd, L. L. (1984). Comments on terminology. Communicating To-gether, February 2, 19-21. (Reprinted in Augmentative and Alter-native Communication, 1985, 1, 95–97.)
  • Lloyd, L. L., & Fuller, D. R. (1986). Toward an augmentative and alternative communication symbol taxonomy: A proposed super-ordinate classification. Augmentative and Alternative Communica-tion, 2, 165–171.
  • Lloyd, L. L., & Fuller, D. R. (1990). The role of iconicity in augmentative and alternative communication symbol learning. In W. I. Fraser (Ed.), Key issues in mental retardation research (pp. 295–306). London: Routledge.
  • Lloyd, L. L., & Kangas, K. A. (1988). AAC terminology policy and issues. Augmentative and Alternative Communication, 4, 54–57.
  • Lloyd, L. L., & Kangas, K. A. (1990). AAC terminology policy and issues update. Augmentative and Alternative Communication, 6, 167–170.
  • Lloyd, L. L., & Karlan, G. R. (1983). Translucency values for functional manual signs (working title). Unpublished data, Purdue University.
  • Lloyd, L. L., Karlan, G. R., & Nail, B. (1990). Translucency values for 910 Blissymbols (working title). Unpublished data, Purdue Univer-sity.
  • Luftig, R. L. (1983). Manual sign translucency and referential con-creteness in the sign learning of moderately/severely mentally retarded students. American Journal of Mental Deficiency, 88, 279–286.
  • Luftig, R. L., & Bersani, H. A. (1985a). An initial investigation of the effects of translucency, transparency, and component complexity of Blissymbolics. Journal of Childhood Communication Disorders, 8, 191–209.
  • Luftig, R. L., & Bersani, H. A. (1985b). An investigation of two variables influencing Blissymbol learnability with nonhandicapped adults. Augmentative and Alternative Communication, /, 32–37.
  • Luftig, R. L., & Lloyd, L. L. (1981). Manual sign translucency and referential concreteness in the learning of signs. Sign Language Studies, 30, 49–60.
  • Luftig, R. L., Lloyd, L. L., & Page, J. L. (1982). Ratings of sign translucency and gloss concreteness of two grammatical classes of signs. Sign Language Studies, 37, 305–343.
  • Luftig, R. L., Page, J. L., & Lloyd, L. L. (1983). Ratings of translucency in manual signs as a predictor of sign learnability. Journal of Childhood Communication Disorders, 6, 117–134.
  • Mirenda, P., & Locke, P. A. (1989). A comparison of symbol transpar-ency in nonspeaking persons with intellectual disabilities. Journal of Speech and Heating Disorders, 54, 131–140.
  • Mizuko, M. (1987). Transparency and ease of learning of symbols represented by Blissymbols, PCS, and Picsyms. Augmentative and Alternative Communication, 3, 129–136.
  • Musselwhite, C. R. (1987). Further comments on terminology. Aug-mentative and Alternative Communication, 3, 164–165.
  • Musselwhite, C. R., & Ruscello, D. M. (1984). Transparency of three communication symbol systems. Journal of Speech and Hearing Research, 27, 436–443.
  • Page, J. L. (1982). Comparison of translucency ratings of manual signs representing nomination, action, and attribution by pre-school, school-age, and adult subjects. (Doctoral dissertation, Purdue University, 1981). Dissertation Abstracts International, 42, 3211B.
  • Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
  • Raghavendra, P., & Fristoe, M. (1990). "A spinach with a V on it": What 3-year-olds see in standard and enhanced Blissymbols. Journal of Speech and Hearing Disorders, 55, 149–159.
  • Stokoe, W.C., Casterline, D.C., & Croneberg, C.G. (1965). A dictio-nary of American Sign Language based on linguistic principles. Washington, DC: Gallaudet College Press.
  • Thrasher, K., & Bray, N. (1984, March). Effects of iconicity, faction, and training technique on the initial acquisition of manual signing by the mentally retarded. Paper presented at the 17th Annual Gatlinburg Conference on Research in Mental Retardation and Developmental Disabilities, Gatlinburg, TN.
  • Waksvik, K. (1985). Readers forum. Augmentative and Alternative Communication, 1, 52–54.
  • Yovetich, W. S. (1985). Cognitive processing of Blissymbols by nor-mal adults. Unpublished doctoral dissertation, University of West-ern Ontario.
  • Yovetich, W. S., & Young, T. A. (1988). The effects of representative-ness and concreteness on the "guessability" of Blissymbols. Aug-mentative and Alternative Communication, 4, 35–39.

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.