Effects of paired-associate learning versus symbol explanations on Blissymbol comprehension and production

Blissymbolics is used internationally as an augmentative and alternative communication system. Blissymbolics is meaning based and generative, and allows the creation of novel meanings by combining semantic elements. This study compared the effectiveness of three instructional methods in terms of Blissymbol comprehension and production by 39 nondisabled preschoolers. Three groups were assigned to one of three methods, including (a) paired-associate learning with referent-relevant comments, (b) symbol explanations, and (c) symbol explanations within a story-telling context. Across groups, elements were taught prior to compounds consisting of these elements. The groups were compared on the number of (a) elements comprehended, (b) compounds comprehended during acquisition, (c) compounds comprehended during retention, (d) novel compounds comprehended, and (e) compounds produced. Analyses of variance were implemented on each of the dependent measures. Results suggest no group differences in element comprehension, compound comprehension during acquisition, compound comprehension during retention, and compound production. Symbol explanations within a story-telling context, however, resulted in greater novel compound comprehension than paired-associate learning. The results are discussed in terms of semantic transparency as a processing principle of compound comprehension and production.