Abstract
Two variables, perceived translucency and component complexity, were hypothesized to influence the learnability of Blissymbols. Translucency was posited to facilitate symbol learning while component complexity was posited to retard learning. Results indicated that both of these hypotheses were confirmed. Additionally, results indicated that, for Bliss naive learners, translucency may be a more potent learnability variable than component complexity. Finally, translucency was found to most greatly affect Blissymbol learning in early rather than late learning trials. Results are discussed in terms of teaching Blissymbols to handicapped learners.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
