Effect of Translucency on Transparency and Symbol Learning for Children with and without Cerebral Palsy

Autor/inn/en	Huang, Chih-Hsiung; Chen, Ming-Chung
Titel	Effect of Translucency on Transparency and Symbol Learning for Children with and without Cerebral Palsy
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1829-1836 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.03.013
Schlagwörter	Cerebral Palsy; Children; Disabilities; Symbolic Learning; Hypothesis Testing; Evaluation; Experimental Groups + Suchen Sie Ihr Suchwort? Hirnlähmung; Child; Kind; Kinder; Handicap; Behinderung; Symboldidaktik; Hypothesenprüfung; Hypothesentest; Evaluierung
Abstract	Based on the concept of iconicity, the iconicity hypothesis was emphasized for decades. The aims of this study were to explore the effect of translucency on transparency and symbol learning for children with and without cerebral palsy. Twenty children with cerebral palsy and forty typical peers participated in the study. Ten symbols with high translucency and ten with low translucency were used as experimental material. The results of transparency testing demonstrated the positive relationship between translucency and transparency. The effect of translucency on symbol learning was supported partially, all children with and without CP could learn the low translucent symbols only after two teaching sessions, or three sessions at most. The authors also provided some suggestions for further study based the results of this study. (Contains 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10