Effect of translucency on transparency and symbol learning for children with and without cerebral palsy

Abstract

Based on the concept of iconicity, the iconicity hypothesis was emphasized for decades. The aims of this study were to explore the effect of translucency on transparency and symbol learning for children with and without cerebral palsy. Twenty children with cerebral palsy and forty typical peers participated in the study. Ten symbols with high translucency and ten with low translucency were used as experimental material. The results of transparency testing demonstrated the positive relationship between translucency and transparency. The effect of translucency on symbol learning was supported partially, all children with and without CP could learn the low translucent symbols only after two teaching sessions, or three sessions at most. The authors also provided some suggestions for further study based the results of this study.