A computerized procedure for teaching the relationship between graphic symbols and their referents

Area of Science:

• Augmentative and Alternative Communication (AAC)
• Cognitive Psychology
• Special Education

Background:

• Individuals with limited functional speech often use graphic symbols for communication.
• Achieving fluent communication requires effortless retrieval of symbol-referent relationships.
• Current methods for developing symbol-referent fluency are time-intensive for educators and speech-language pathologists (SLPs).

Purpose of the Study:

• To investigate the efficacy of the generation effect for teaching symbol-referent associations.
• To determine if a procedure based on referent generation improves learning and long-term retention.
• To explore the potential for an automated procedure to support educators and SLPs.

Main Methods:

• The study compared learning outcomes of a referent generation procedure against other methods.
• The focus was on the long-term retention of symbol-referent relationships.
• The generation effect principle was applied to symbol-referent learning.

Main Results:

• Referent generation demonstrated superior long-term retention of symbol-referent relationships.
• This method proved more effective than other investigated procedures.
• The findings support the generation effect as a key learning principle in this context.

Conclusions:

• Referent generation is an efficacious method for teaching symbol-referent associations.
• Automated software based on referent generation can assist special educators and SLPs.
• This approach facilitates symbol/referent learning and enhances communicative fluency with minimal supervision.