The potential for developing a tactile communication system based on Blissymbolics.

OBJECTIVE: To be useful for tactile communication, tactile stimuli need to be discriminable from each other. The objective of this study was to determine whether raised-line renderings of Blissymbols have the capacity for being developed into a tactile communication system as measured by their tactile discriminability. METHODS: Tactile discrimination of Blissymbols was measured by performance on a task in which participants were asked to feel a target raised-line Blissymbol and then to find the target within an array containing the target and raised-line Blissymbol foils. RESULTS: The vast majority of tactile Blissymbols had tactile discrimination scores of 90% accuracy or better. CONCLUSION: Most raised-line Blissymbols can be tactilely discriminated from each other, indicating that they have the potential for being developed into a tactile communication system.

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

Many individuals with little or no functional speech communicate through graphic symbols. Communication is enhanced when the relationship between symbols and their referents are learned to such a degree that retrieval is effortless, resulting in fluent communication. Developing fluency is a time consuming endeavor for special educators and speech-language pathologists (SLPs). It would be beneficial for these professionals to have an automated procedure based on the most efficacious method for teaching the relationship between symbols and referent. Hence, this study investigated whether a procedure based on the generation effect would promote learning the association between symbols and their referents. Results show that referent generation produces the best long-term retention of this relationship. These findings provide evidence that software based on referent generation would provide special educators and SLPs with an efficacious automated procedure, requiring minimal direct supervision, to facilitate symbol/referent learning and the development of communicative fluency.