INFLUENCE OF ICONICITY AND PHONOLOGICAL SIMILARITY ON SIGN LEARNING BY MENTALLY-RETARDED CHILDREN

Abstract

The acquisition of sign-word pairs by verbal moderately and severely retarded children as a function of the iconicity and cheremic (phonological) similarity of the signs and the vocabulary age of the subjects was studied using a recall format (alternate learning and test trials) paired-associates paradigm. Results of an analysis of variance revealed that iconicity enhanced learning, similarity interfered with acquisition, and there was no effect of vocabulary age within the range studied. There were no interactions among the above variables. Implications for teaching sign as a communication tool and for further research were discussed.