Cogprints

Blissymbolics, cognition, and the handicapped

Muter, P. (1986) Blissymbolics, cognition, and the handicapped. [Book Chapter]

Full text available as:

[img]HTML
38Kb

Abstract

Advantages and disadvantages of alphabetic and logographic writing systems are discussed, with particular emphasis on Blissymbolics as an example of a logographic system. It is concluded that logographic systems might be easier to learn than alphabetic systems and, in particular, that Blissymbols could be a useful communication device for people with various kinds of handicaps. This suggestion is substantiated by empirical research.

Item Type:Book Chapter
Keywords:Blissymbols Blissymbolics alphabets logographs reading writing
Subjects:Psychology > Applied Cognitive Psychology
Psychology > Psycholinguistics
Psychology > Cognitive Psychology
ID Code:4880
Deposited By:Muter, Prof. Paul
Deposited On:25 May 2006
Last Modified:11 Mar 2011 08:56

References in Article

Select the SEEK icon to attempt to find the referenced article. If it does not appear to be in cogprints you will be forwarded to the paracite service. Poorly formated references will probably not work.

Allport, A. (1979). Word recognition in reading. In P.A. Kolers, M.E. Wrolstad & H. Bouma (Eds.), Processing of visible language 1. New York: Plenum Press.

Barron, R.W. (1980). Visual and phonological strategies in reading and spelling. In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Berdiansky, B., Cronnel, B., & Koehler, J. (1969). Spelling-sound relations and primary form-class descriptions for speech-comprehension vocabularies of 6-9-year-olds. Southwest Regional Laboratory for Educational Research and Development, Technical Report, No. 15.

Biederman, I. & Tsao, Y. (1979). On processing Chinese ideographs and English words: Some implications from Strooptest results. Cognitive Psychology, 11, 125-132.

Bliss, C.K. (1965). Semantography (2nd. edn). Sydney, Australia: Semantography.

Brooks, L., (1977). Visual pattern in fluent word identification. In A.S. Reber & D.L. Scarborough (Eds.), Toward a psychology of reading. New York: Erlbaum.

Brooks, L. & Miller, A. (1979). A comparison of explicit and implicit knowledge of an alphabet. In P.A. Kolers, M.E. Wrolstad & H. Bouma (Eds.), Processing of visible language 1. New York: Plenum.

Bryant, P.E., & Bradley, L. (1980). Why children sometimes write down words which they do not read. In U. Frith (Ed.), Cognitive processes in spelling. New York: Academic Press.

Calculator, S., & Dollaghan, C. (1982). The use of communication boards in a residential setting: an evaluation. Journal of Speech and Hearing Disorders, 47, 281-287.

Carlson, R., Granstrom, B., & Hunnicutt, S. (1982). Bliss communication with speech or text output. Conference Record IEEE-ICASSP, Paris, France.

Carroll, J.B. (1972). The case for ideographic writing. In J.K. Kavanagh & I.G. Mattingly (Eds.), Language by ear and by eye. Cambridge: MIT.

Clark, C.R. (1981). Learning words using traditional orthography and the symbols of Rebus, Bliss, and Carrier. Journal of Speech and Hearing Disorders, 46, 191-196.

Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.

Downing, J. (1973). Is literacy acquisition easier in some languages than in others? Visible Language, 7, 145-154.

Frith, U. (1979). Reading by eye and writing by ear. In P.A. Kolers, M.E. Wrolstad & H. Bouma, (Eds.), Processing of visible language 1. New York: Plenum Press.

Gibson, E.J., & Levin, H. (1975). The psychology of reading. Cambridge, Mass.: M.I.T. Press.

Giddings, W., Norton, J., Nelson, P., McNaughton, S., & Reich, P. (1979). Development of a Blissymbol terminal. Proceedings of the 6th Man-Computer Communications Conference, 63-71, Ottawa.

Goody, J. (1968). Literacy in traditional societies. London: Cambridge University Press.

Gray, W.S. (1956). The teaching of reading and writing, an international survey. Paris: UNESCO.

Grimes, J.E., & Gordon, R.G. (1980). Design of new orthographies. In J.F. Kavanagh & R.L. Venezky (Eds.), Orthography, reading, and dyslexia. Baltimore: University Park Press.

Hammond, J., & Bailey, P. (1976). An experiment in Blissymbolics. Special Education: Forward Trends, 3, 21-22.

Harris-Vanderheiden, D., Brown, W.P., Reinen, S., MacKenzie, P., & Scheibel, C. (1975). Symbol communication for the mentally handicapped. Mental Retardation, 13, 34-37.

Hatta, T. (1977). Recognition of Japanese Kanji in the left and right visual fields. Neuropsychologia, 15, 685-688.

Helmer, B. (1980). Blissymbols for use. Toronto: Blissymbolics Communication Institute.

House, B.J., Hanley, M.J., & Magid, D.F. (1980). Logographic reading by TMR adults. American Journal of Mental Deficiency, 85, 161-170.

Hung, D. L., & Tzeng, 0. J. L. (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414.

Hunnicutt, S. (1986). Lexical prediction for a text-to-speech system. This volume.

Kates, B., & McNaughton, S. (1975). The first application of Blissymbolics as a communication medium for nonspeaking children: history and development, 1971-1974. Toronto: Blissymbolics Communication Institute.

Kausler, D.H. (1974). Psychology of verbal learning and memory. New York: Academic Press.

Kemler, D.G. (1983). Wholistic and analytic modes in perceptual and cognitive development. In T. Tighe & B.E. Shepp (Eds.), Perception, cognition, and development: Interactional analyses. Hillsdale, N.J.: Erlbaum.

Kolers, P.A. (1969). Some formal characteristics of pictograms. American Scientist, 57, 348-363.

Kyostio, O.K. (1980). Is learning to read easy in a language in which the grapheme-phoneme correspondences are regular? In J.F. Kavanagh & R.L. Venezky (Eds.), Orthography, reading, and dyslexia. Baltimore: University Park Press.

Liberman, I., Liberman, A.M., Mattingly, I., & Shankweiler, D. (1980). Orthography and the beginning reader. In J.F. Kavanagh & R.L. Venezky (Eds.), Orthography, reading, and dyslexia. Baltimore: University Park Press.

Makita, K. (1968). The rarity of reading disability in Japanese children. American Journal of Orthopsychiatry, 38, 599-614.

Mattingly, I.G. (1972). Reading, the linguistic process, and linguistic awareness. In J.P. Kavanagh & I.G. Mattingly (Eds.), Language by ear and by eye. Cambridge, Mass.: M.I.T. Press.

McDonald, E.T. (1980). Teaching and using Blissymbolics. Toronto: Blissymbolics Communication Institute.

McNaughton, S. (1978). Blissymbolics. 3rd National Congress, Council for Exceptional Children, Winnipeg, Manitoba.

Minnesota Educational Computing Consortium (1983). Blissymbolics, Bliss Library. St. Paul, MN.

Muter, P. (1985). Orthography and reading: the role of iconicity and grapheme-phoneme correspondence. Manuscript submitted for publication.

Muter, P., & Johns, E.E. (1985). Learning logographies and alphabetic codes. Human Learning (now Applied Cognitive Psychology), 4, 105-125.

Park, S., & Arbuckle, T.Y. (1977). Ideograms versus alphabets: Effects of script on memory in "biscriptual" Korean subjects. Journal of Experimental Psychology: Human Learning and Memory, 3, 631-642.

Rozin, P., & Gleitman, L.R. (1977). The structure and acquisition of reading II: the reading process and the acquisition of the alphabetic principle. In A.S. Reber & D.L. Scarborough (Eds.), Toward a psychology of reading. New York: Erlbaum.

Rozin, P., Poritsky, S., & Sotsky, R. (1971). American children with reading problems can easily learn to read English represented by Chinese characters. Science, 171, 1264-1267.

Sasanuma, S. (1974). Kanji versus Kana processing in alexia with transient agraphia: A case report. Cortex, 10, 89-97.

Sawchuck, W., & Bown, H.G. (1977). Interactive graphics applied to symbol communication for non-speaking children. Computers and Graphics, 2, 201-204.

Smith, L.B., & Kemler, D.G. (1978). Levels of experienced dimensionality in children and adults. Cognitive Psychology, 10, 502-532.

Song, A. (1979). Acquisition and use of Blissymbols by severely mentally retarded adolescents. Mental Retardation, 253-255.

Stevenson, H.W., Stigler, J.W., Lucker, G.W., & Lee, S. (1982). Reading disabilities: The case of Chinese, Japanese, and English. Child Development, 53, 1164-1181.

Stroop, J.L. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643-662.

Thompson, G.B. (1979). Memo from Mercury: Information technology is different. Montreal: Institute for Research on Public Policy.

Thompson, G.B. (1983). Visual literacy and the time-varying icon. IEEE Journal on Selected Areas in Communications, SAC-.1, 304-305.

Metadata

Repository Staff Only: item control page