Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the im...

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Autores principales:	Gat Savaldi-Harussi, Leah Fostick
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	expressive use of graphic symbols clause construction augmentative and alternative communication graphic symbol modality native speakers transitive and non-transitive verbs Psychology BF1-990
Acceso en línea:	https://doaj.org/article/62707da71956448ea89426f928f44e2e
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spelling	oai:doaj.org-article:62707da71956448ea89426f928f44e2e2021-12-02T11:56:10ZComparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures1664-107810.3389/fpsyg.2021.702652https://doaj.org/article/62707da71956448ea89426f928f44e2e2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.702652/fullhttps://doaj.org/toc/1664-1078The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the impact of the graphic symbol modality on message construction beyond individual differences, language knowledge, and language-specific patterns by providing a direct comparison between children’s verbal and graphic symbol production. Nineteen typically developing Hebrew-speaking children aged 4–5 years were presented with 16 short videos of actions and were asked to express what they saw verbally and by choosing among graphic symbols displayed on an iPad communication board. The 570 clauses produced by the children were coded and analyzed. A significant difference was found in favor of verbal speech across different syntactic structures in terms of utilization of the target lexicon, syntactic complexity, and expected target word order. These results are consistent with the existing literature for English. Implications for AAC practices are discussed, highlighting the notion that using graphic symbols to represent spoken language may not reflect actual linguistic knowledge and that adequate, explicit instruction is necessary for graphic representation of more complex linguistic structures.Gat Savaldi-HarussiLeah FostickFrontiers Media S.A.articleexpressive use of graphic symbolsclause constructionaugmentative and alternative communicationgraphic symbol modalitynative speakerstransitive and non-transitive verbsPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	expressive use of graphic symbols clause construction augmentative and alternative communication graphic symbol modality native speakers transitive and non-transitive verbs Psychology BF1-990
spellingShingle	expressive use of graphic symbols clause construction augmentative and alternative communication graphic symbol modality native speakers transitive and non-transitive verbs Psychology BF1-990 Gat Savaldi-Harussi Leah Fostick Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
description	The present study focuses on the impact of graphic symbols used in Augmentative and Alternative Communication (AAC) on clause construction. It is not yet well-understood to what extent communication produced via graphic symbols differs from verbal production. This study attempts shed light on the impact of the graphic symbol modality on message construction beyond individual differences, language knowledge, and language-specific patterns by providing a direct comparison between children’s verbal and graphic symbol production. Nineteen typically developing Hebrew-speaking children aged 4–5 years were presented with 16 short videos of actions and were asked to express what they saw verbally and by choosing among graphic symbols displayed on an iPad communication board. The 570 clauses produced by the children were coded and analyzed. A significant difference was found in favor of verbal speech across different syntactic structures in terms of utilization of the target lexicon, syntactic complexity, and expected target word order. These results are consistent with the existing literature for English. Implications for AAC practices are discussed, highlighting the notion that using graphic symbols to represent spoken language may not reflect actual linguistic knowledge and that adequate, explicit instruction is necessary for graphic representation of more complex linguistic structures.
format	article
author	Gat Savaldi-Harussi Leah Fostick
author_facet	Gat Savaldi-Harussi Leah Fostick
author_sort	Gat Savaldi-Harussi
title	Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
title_short	Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
title_full	Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
title_fullStr	Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
title_full_unstemmed	Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures
title_sort	comparison of preschooler verbal and graphic symbol production across different syntactic structures
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/62707da71956448ea89426f928f44e2e
work_keys_str_mv	AT gatsavaldiharussi comparisonofpreschoolerverbalandgraphicsymbolproductionacrossdifferentsyntacticstructures AT leahfostick comparisonofpreschoolerverbalandgraphicsymbolproductionacrossdifferentsyntacticstructures
_version_	1718394809216925696

Comparison of Preschooler Verbal and Graphic Symbol Production Across Different Syntactic Structures

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