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"GRAPHIC SYMBOLS"
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Effects of Cognitive Load on the Categorical Perception of Mandarin Tones
Purpose: This study investigated the effect of cognitive load (CL) on the categorical perception (CP) of Mandarin lexical tones to discuss the application of the generalized pulse-skipping hypothesis. This hypothesis assumes that listeners might miss/skip temporal pulses and lose essential speech information due to CL, which consequently affects both the temporal and spectral dimensions of speech perception. Should CL decrease listeners' pitch sensitivity and impair the distinction of tone categories, this study would support the generalized pulse-skipping hypothesis. Method: Twenty-four native Mandarin-speaking listeners were recruited to complete a dual-task experiment where they were required to identify or discriminate tone stimuli while concurrently memorizing six Chinese characters or graphic symbols. A no-load condition without a memory recall task was also included as a baseline condition. The position of categorical boundary, identification slope, between- and within-category discrimination, and discrimination peakedness were compared across the three conditions to measure the impact of CL on tone perception. The recall accuracy of Chinese characters and graphic symbols was used to assess the difficulty of memory recall. Results: Compared with the no-load condition, both load conditions showed a boundary shift to Tone 3, shallower identification slope, poorer between-category discrimination, and lower discrimination peakedness. Within-category discrimination was negatively affected by CL in the graphic symbol condition only, not in the Chinese character condition. Conclusions: CL degraded listeners' sensitivity to subtle fundamental frequency changes and impaired CP of Mandarin lexical tones. This provides support for the generalized pulse-skipping hypothesis. Besides, the involvement of lexical information modulated the effect of CL.
Journal Article
Does Animation Facilitate Understanding of Graphic Symbols Representing Verbs in Children With Autism Spectrum Disorder?
Purpose: The effects of animation on identification of graphic symbols for verbs were studied using the Autism Language Program Graphic Symbols Set in children diagnosed with mild-to-severe autism spectrum disorder between the ages of 3 and 7 years. Method: The participants were randomly assigned to an animated symbol condition or a static symbol condition. Static symbols were spliced from the animated symbols to ensure that the symbols differed only in terms of the absence or presence of movement. The participants were asked to identify a target symbol among foils given the spoken label. Results: There were no significant differences between the groups with respect to chronological age, autism severity, and receptive target verb knowledge. An independent \"t\" test revealed that animated symbols were more readily identified than static symbols. Conclusions: Animation enhances the identification of verbs in children with autism spectrum disorder. Clinicians are encouraged to take advantage of animation when introducing graphic symbols representing verbs. Limitations and implications for future research are discussed.
Journal Article
Book from the ground : from point to point
\"Xu Bing spent seven years gathering materials, experimenting, revising, and arranging thousands of pictograms to construct this narrative. The result is a readable story without words recording 24 hours in the day of the life of a typical urban white-collar worker. Using an exclusively visual language, the text could be published anywhere without translation; anyone with experience in contemporary life can read it.\"--Page 4 of cover.
Book
A Dental Communication Board as an Oral Care Tool for Children with Autism Spectrum Disorder
Children with autism spectrum disorder (ASD) sometimes display an inability for information sharing through functional verbal communication. This may interfere with professional oral care. These children tend to process visual information more efficiently than auditory information. Picture schedules can briefly suffice as visual cues serving a vital function in helping children with ASD to function in a particular setting such as an oral care environment. A visual communication implement such as a dental communication board was developed in this study to allow for a facilitated communication process between the patient with ASD and the oral care professional. This study entailed two main phases, namely the selection of symbols for the construction of a dental communication board and the small scale testing of the board in a clinical setting. This study incorporated a combination of a quantitative non-experimental descriptive survey combined with a concurrent mixed method survey design which retrieved data for both close-ended and open-ended questions from the same respondent. A quantitative survey questionnaire at a structured dental seminar presentation was employed for the first phase, and a combination of a quantitative and qualitative questionnaire was employed for the second phase of this study. Documented responses were collated and analyzed using frequency and thematic analysis. The most frequently selected symbols were retrieved after a frequency analysis and displayed on a color coded background to distinguish the various categories on the dental communication board. The thematic analysis resulted in the emergence of three main themes, namely the strengths of the board; weakness of the board and suggestions. This study anticipates the incorporation of a dental communication board as a visual mode using graphic symbols to augment expressive and receptive language in an oral care environment to facilitate professional oral care for children with ASD.
Journal Article
Crowding Impairs Recognition of Framed Icons
Pictograms are graphic symbols designed to function within limited space. They are characterized by overlapping elements within a frame, which can lead to visual crowding, where neighboring objects merge and become indistinguishable. While visual crowding has been extensively studied in reading and vision research, its impact on pictograms remains underexplored. This study aimed to measure the effect of spacing between two icons and between icons and an outline frame on icon recognition. Using Auckland Optotypes to construct fictive pictograms, we conducted an experiment within an object recognition experimental paradigm, involving 25 participants. Results showed significant interaction between the effects of icon-frame distance and the spacing between the two icons, with the most limiting factor for recognition being two icons overlapping or placed in close proximity to each other. Strategic spacing adjustments within framed pictograms can reduce the impact of crowding on recognition, particularly when icons are not overlapping.
Journal Article
Tracking Early Sentence-Building Progress in Graphic Symbol Communication
Purpose: As is the case with children who rely on spoken language, speech-language pathologists must support and track the expressive language development of children with complex communication needs who use graphic symbols to communicate. This research note presents a framework of the progression of expressive English sentence development using graphic symbols and introduces possible approaches for measuring and analyzing graphic symbol use. Method: Current issues in measuring graphic symbol utterances are explored, and a range of measures designed to analyze individual graphic symbol utterances as well as larger samples of utterances are presented. Results: Both the Graphic Symbol Utterance and Sentence Development Framework and suggested measures are based on years of graphic symbol intervention research, including two large ongoing research studies of preschoolers with severe speech impairments. Our framework adapts the work of Hadley (2014) to depict expressive language progression from early symbol combinations to childlike and adultlike sentences and highlights developmental patterns unique to graphic symbol productions. Adaptations of existing measures (such as mean length of utterance) as well as measures unique to graphic symbol analyses are presented and discussed. Conclusion: To accurately track changes in early graphic symbol utterance growth and complexity, a multidimensional approach, which includes analyses such as symbol relevance, word class diversity, and lexical diversity, is recommended.
Journal Article
Silent Letters in the Balinese Script | | Adeg Adeg: A Graphetic and Graphematic Feature Analysis
The concept of “silent letters” relates to graphic symbols that are not pronounced or that do not have mapping with a specific linguistic unit. In the context of processing the mapping of sequences of linguistic units to writing, this concept often results in ambiguity. The Balinese script, which refers to a silent letter, appears in a basic shape || adeg adeg. Scholars of Balinese script define adeg adeg as a process to eliminate characters (Akshara’s), resulting in consonants without inherent vowels. This explanation is very metaphorical, ambiguous, and not based on adequate terms to describe graphetic and graphematic features that are related to mappings between graphic unit sequences and linguistic unit sequences. Balinese script || adeg adeg as primary data comes from the 16.162 lemma in the Balinese dictionary - Indonesian with Latin and Balinese script. Adeg adeg is analyzed both graphically and graphematically to identify its characteristics, with the stages of analysis adapted from the Multimodular Model of Writing System proposed by Meletis (2018). Graphetic analysis shows that the adeg adeg is identified as basic shapes || with three salient graphetic features: -recodability, -paired variants, and +additive. Graphematically, adeg-adeg is defined as a grapheme with the following features: +lexical distinctiveness, +linguistic value, and +minimality. The clarity of graphetic and graphematic characteristics significantly contributes to a more comprehensive and transparent cognitive-linguistic mechanism depiction, especially in deciphering writing systems based on Akshara’s highly complex characteristics.
Journal Article
Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication
Purpose: This study investigated the early rule-based sentence productions of 3- and 4-year-old children with severe speech disorders who used single-meaning graphic symbols to communicate. Method: Ten 3- and 4-year-olds requiring the use of augmentative and alternative communication, who had largely intact receptive language skills, received instruction in producing up to four different semantic-syntactic targets using an Apple iPad with a communication app. A single-case, multiple-probe, across-targets design was used to assess the progress of each participant and target. Generalization to new vocabulary was assessed, and a subgroup also was taught to produce sentences using grammatical markers. Results: Some targets (primarily possessor-entity) were mastered in the baseline phase, and the majority of the remaining targets were mastered during intervention. All four children who completed intervention for grammatical markers quickly learned to use the markers accurately. Conclusions: Expressive language potential for preschoolers using graphic symbol-based augmentative and alternative communication systems should not be underestimated. With appropriate presentation and intervention techniques, some preschoolers with profound speech disorders can readily learn to produce rule-based messages via graphic symbols.
Journal Article