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Many-to-one and one-to-many associative learning in a naturalistic task.
M A McDaniel1, K H Neufeld, S Damico-Nettleton
1Department of Psychology, University of New Mexico, Logan Hall, Room 108, Albuquerque, New Mexico 87131-4121, USA. mcdaniel@unm.edu
Journal of Experimental Psychology. Applied
|October 26, 2001
Summary
Learning a coding scheme for augmentative and alternative communication devices is more effective with many-to-one training. This method, where vocabulary items are stimuli and icons are responses, improves both acquisition and retention for diverse users.
Area of Science:
- Cognitive Psychology
- Special Education
- Assistive Technology
Background:
- Associative learning is crucial for developing coding schemes in augmentative and alternative communication (AAC).
- Existing study methods vary in response types (recognition vs. recall) and learning directionality (many-to-one vs. one-to-many), impacting learning efficacy.
- The discrepancy between study emphasis and actual use of associations raises concerns about long-term retention of AAC coding schemes.
Purpose of the Study:
- To evaluate the effectiveness of two distinct study presentation methods for learning AAC coding schemes.
- To investigate how different associative learning approaches impact the acquisition and retention of AAC coding schemes.
- To determine the optimal training strategy for users of AAC devices, including individuals with intellectual disabilities.
Main Methods:
- Two experiments were conducted to compare the efficacy of different study presentation techniques for associative learning.
- Participants included both typically developing individuals and those with intellectual disabilities.
- The study examined the dissociative effects of acquisition versus retention based on the training method.
Main Results:
- The study presentations yielded dissociative effects, influencing the acquisition and retention of the coding scheme differently.
- Performance varied between the two tested study presentation methods, indicating differential learning outcomes.
- These effects were observed in both normal and intellectually disabled participants.
Conclusions:
- Many-to-one training, where vocabulary items serve as stimuli and icons as learned responses, is recommended for AAC coding schemes.
- This training approach appears most effective for optimizing both the initial learning and long-term retention of AAC systems.
- The findings support tailoring training methods to the specific demands of AAC use for improved user outcomes.