American journal of speech-language pathology · 2018
Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays.
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Thistle Jennifer J, Holmes Stephanie A, Horn Madeline M, Reum Alyson M
Аннотация
PURPOSE: Designing augmentative and alternative communication (AAC) displays that minimize operational demands is an important aspect of AAC intervention. The current study compared the effect of 2 display designs on the speed of locating target words by preschoolers without disabilities.
METHOD: Across 5 sessions, participants in the consistent condition (n = 12) were asked to locate symbols on arrays that did not change, whereas participants in the variable condition (n = 12) utilized arrays where the symbols changed locations each session.
RESULTS: No difference in response time across conditions was noted during the 1st session; however, by the 5th session, participants in the consistent condition demonstrated significantly faster response times than participants in the variable condition.
CONCLUSIONS: The current study illustrated an advantage of consistent symbol location for preschoolers without disabilities. Clinical applications for incorporating consistent symbol location into AAC display design are discussed; however, replication with children who use AAC is critical.
METHOD: Across 5 sessions, participants in the consistent condition (n = 12) were asked to locate symbols on arrays that did not change, whereas participants in the variable condition (n = 12) utilized arrays where the symbols changed locations each session.
RESULTS: No difference in response time across conditions was noted during the 1st session; however, by the 5th session, participants in the consistent condition demonstrated significantly faster response times than participants in the variable condition.
CONCLUSIONS: The current study illustrated an advantage of consistent symbol location for preschoolers without disabilities. Clinical applications for incorporating consistent symbol location into AAC display design are discussed; however, replication with children who use AAC is critical.
Предметные рубрики MeSH
Age FactorsChild BehaviorChild DevelopmentChild, PreschoolCommunicationCommunication Devices for People with DisabilitiesEquipment DesignFemaleHumansInfantLearningMaleMotor ActivityPattern Recognition, VisualPhotic StimulationReaction TimeRecognition, PsychologySymbolismTime FactorsVisual Perception