Effect of Animation on Naming and Identification of Graphic Symbols Representing Verbs and Prepositions in Turkish Preschoolers

The effects of animation on naming and identification of graphic symbols for verbs and prepositions was investigated for 2 graphic symbol sets in typically developing Turkish preschoolers. Method: Using a 2 x 2 x 2 x 3 factorial design, preschoolers across three age groups (3, 4, and 5 years old) were randomly assigned to combinations of symbol set (Autism Language Program [ALP] Animated Graphics or Picture Communication Symbols [PCS]), symbol format (animated or static), and word class (verbs or prepositions). Children were asked to name symbols and to identify a target symbol from an array in response to a verbal label. Results and conclusions within the paper.