{"id":69226,"date":"2018-04-24T19:20:49","date_gmt":"2018-04-24T18:20:49","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/investigaciones-cientificas-realizadas-sobre-los-simbolos-pictograficos-de-arasaac"},"modified":"2026-01-12T11:01:35","modified_gmt":"2026-01-12T10:01:35","slug":"scientific-research-carried-out-on-the-pictographic-symbols-of-arasaac","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/en\/scientific-research-carried-out-on-the-pictographic-symbols-of-arasaac","title":{"rendered":"Research and scientific studies carried out on the pictographic symbols of ARASAAC"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-dlyf1c-6e1de6120edd8c6831e468bc40cd7cec\">\n#top .av-special-heading.av-dlyf1c-6e1de6120edd8c6831e468bc40cd7cec{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-dlyf1c-6e1de6120edd8c6831e468bc40cd7cec .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-dlyf1c-6e1de6120edd8c6831e468bc40cd7cec .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-dlyf1c-6e1de6120edd8c6831e468bc40cd7cec av-special-heading-h2  avia-builder-el-0  el_before_av_image  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Research and scientific studies carried out on the pictographic symbols of ARASAAC<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-cxfscg-374ab50653cf20c3c93c21423a34e4e7\">\n.avia-image-container.av-cxfscg-374ab50653cf20c3c93c21423a34e4e7 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-cxfscg-374ab50653cf20c3c93c21423a34e4e7 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-cxfscg-374ab50653cf20c3c93c21423a34e4e7 av-styling- avia-align-center  avia-builder-el-1  el_after_av_heading  el_before_av_catalogue '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-33523 avia-img-lazy-loading-not-33523 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1.png\" alt='' title='Estudios_ARASAAC'  height=\"208\" width=\"597\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1.png 597w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1-300x105.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1-450x157.png 450w\" sizes=\"(max-width: 597px) 100vw, 597px\" \/><\/div><\/div><\/div>\n<div  class='av-catalogue-container av-bd9jf4-411cff10e06266faf9b0207d2871ac3c  avia-builder-el-2  el_after_av_image  el_before_av_heading '><ul class='av-catalogue-list'>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/characteristics-formal-and-transparency-of-the-symbols-pictographs-of-arasaac\"  class='av-catalogue-item av-185w4g-2390fd6e9916e17701e79b3ecc935fb2'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2015 - Preliminary study on the &quot;Formal characteristics and transparency of the ARASAAC pictographic symbols&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Authors<\/strong><\/p>\n<\/div>\n<p><em><strong>Francisco Cabello Luque<\/strong>, <strong>Elisabetta Bertola L\u00f3pez<\/strong><\/em><\/p>\n<p><em>Faculty of Psicolog\u00eda, Universidad de Murcia (Espa\u00f1a)<\/em><\/p>\n<div>\n<p><strong>Abstract<\/strong><\/p>\n<p>The iconicity and transparency of ARASAAC pictographic symbols are examined and compared with that of other established sign systems (SPC and Bliss).<\/p>\n<\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/empirical-analysis-of-the-formal-characteristics-of-the-symbols-pictographic-of-arasaac\"  class='av-catalogue-item av-b8rxio-5617e30b70b7211aee7f15cd2b45eec4'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2015 -Thesis on &quot;Formal characteristics and transparency of the pictographic symbols of ARASAAC&quot; (2015)<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<strong>Author of the Thesis<\/strong><\/p>\n<p><strong><em>Elisabetta Bertola L\u00f3pez<\/em><\/strong><\/p>\n<p><strong>Thesis Director<\/strong><\/p>\n<p><strong><em>Francisco Cabello Luque<\/em><\/strong><\/p>\n<p><em>Faculty of Psicolog\u00eda, Universidad de Murcia (Espa\u00f1a)<\/em><\/p>\n<p><strong>Summary<\/strong><\/p>\n<div>\n<p class=\"expandable\">The use of the ARASAAC pictographic set is widespread nationally and internationally. However, to date there is no empirical data regarding its iconicity and transparency, so an empirical analysis of these characteristics has become a necessity to support its use and popularity. The objectives of this thesis, therefore, are:<\/p>\n<p class=\"expandable\">1.- Establish the degree of iconicity of the ARASAAC pictograms in different towns and make a comparison with <span class=\"details\">respect to the sets of SPC and Bliss pictograms<\/span> <\/p>\n<p class=\"expandable\"><span class=\"details\">2.- Analyze the influence that the different grammatical categories could have on the level of iconicity of the symbols. <\/span><\/p>\n<p class=\"expandable\"><span class=\"details\">3.- Study possible factors that are considered relevant. <\/span><\/p>\n<\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/auditory-visual-support-to-grammatical-development-in-intellectual-disability\"  class='av-catalogue-item av-9cs88g-889c50e4bf0569edd966f00a15317ef9'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-61462 avia-img-lazy-loading-61462 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-150x150.png 150w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2017 - Preliminary study &quot;Auditory-visual support for grammatical development in intellectual disability&quot; with ARASAAC pictograms<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<strong>Authors<\/strong><\/p>\n<p><em><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/em><\/p>\n<p><em>Oviedo University<\/em><\/p>\n<p><em><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez<\/strong><\/em><\/p>\n<p><em>Oviedo University<\/em><\/p>\n<p><em><strong>Jos\u00e9 Manuel Agra Castro<\/strong><\/em><\/p>\n<p><em>CPEE Castiello (Espa\u00f1a)<\/em><\/p>\n<p><strong>Oral communication<\/strong><\/p>\n<p>XIV International Congress on Inclusive Education, XXXIV Conference on Universities and Inclusive Education.<\/p>\n<p>Oviedo, April 3-5, 2017.<\/p>\n<p><strong>Summary. <\/strong><\/p>\n<p>Research on language in intellectual disability (ID) is currently focused from the notion of &#8220;syndromic specificity&#8221; and contrasts the linguistic profiles of different genetic syndromes, revealing that grammatical competence can be severely affected in some of them. Various studies show that hearing-based language learning is compromised in ID and that the acquisition of vocabulary and grammar is determined by their poor short-term verbal memory capacity. However, vocabulary and grammatical production increase when it is accompanied by visual material.<\/p>\n<p>The objective of this work is to determine if a simultaneous auditory-visual support intervention program improves the language of subjects with ID, regardless of whether or not they present a genetic syndrome, increasing sound recognition, vocabulary and grammatical production.<\/p>\n<div><\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/iconocity-and-ease-of-learning-of-the-symbols-pictographic-of-arasaac\"  class='av-catalogue-item av-7sn9ls-8ecf8f6b314b62a3810525bfc1b8cb19'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2018 - Study on the &quot;Iconicity and ease of learning of the ARASAAC pictographic symbols&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Authors<\/strong><\/p>\n<\/div>\n<p><em><strong>Francisco Cabello Luque<\/strong>, <strong>Cristina Maz\u00f3n Morillas<\/strong><\/em><\/p>\n<p><em>Faculty of Psicolog\u00eda, Universidad de Murcia (Espa\u00f1a)<\/em><\/p>\n<p><strong>Summary<\/strong><\/p>\n<p>In previous research by Bertola (2017) and Cabello and Bertola (2015) it was found that the ARASAAC pictograms had a high index of iconicity and, in fact, were more transparent than those of the SPC and Bliss sets. This finding was also replicated in the adult population, the child population with typical development, and the child population diagnosed with autism spectrum disorder.<\/p>\n<p>The importance of high iconicity lies in its relationship with greater ease of learning. However, in these studies it was not possible to verify whether the ARASAAC symbols were actually easier to learn, and therefore the general objective of this work was the ease of learning the set of the ARASAAC, SPC and Bliss pictographic symbols in minors with developmental disorders.<br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/intervention-pragmatic-syndrome-down\"  class='av-catalogue-item av-m1n00-a7b0471e9f646fc251a48f0a4f7d68f2'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2018 - Preliminary study on &quot;Pragmatic intervention in children and adolescents with Down syndrome: the role of supports in the construction of scripts&quot; - &quot;Pragmatic intervention in children and adolescents with Down syndrome: The role of support in script construction&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<b>Authors<\/b><\/p>\n<p><em><b>Manuela Miranda<\/b><\/em><\/p>\n<p><em><b>Ver\u00f3nica Mart\u00ednez <\/b><\/em><\/p>\n<p><em><b>Eliseo Diez-Itza<\/b><\/em><\/p>\n<p><em>Oviedo University<\/em><\/p>\n<p><em><b>Raquel Rodr\u00edguez<\/b><\/em><\/p>\n<p><em>Down Principado de Asturias<\/em><\/p>\n<p><b>Poster presented at the World Down Syndrome Congress, WDSC 2018 Glasgow, United Kingdom, July 25-27, 2018.<\/b><br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/study-transparency-pictogram-arasaac-adult-population\"  class='av-catalogue-item av-4xaezk-79847843d62b4468af91514ffb3957c0'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-61462 avia-img-lazy-loading-61462 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-150x150.png 150w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>Preliminary study &quot;Normative data on transparency of ARASAAC pictograms: study with adult population&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Authors<\/strong><\/p>\n<\/div>\n<p><strong><em> M. \u00c1ngeles Alonso Rodr\u00edguez Jonathan W. Rold\u00e1n Coya, Beatriz Viera Delgado<\/em><\/strong><\/p>\n<p><em>University of La Laguna (Spain)<\/em><\/p>\n<p><strong>Summary<\/strong><\/p>\n<p>The use of pictograms is common in work or therapy with people with complex communication needs (NCC), as well as in many situations in the daily life of many people. This study tries to obtain data from the ARASAAC graphic symbols by analyzing their transparency to achieve a standardized database with a normal population. In this study 41 adults participated, to whom 548 stimuli were presented per individual, out of the 1,644 total, which they had to assess on a 7-point scale based on their transparency. The results indicate that the pictograms used can elucidate efficiently.<br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/en\/intervention-grammatical-in-people-with-intellectual-disability\"  class='av-catalogue-item av-2wultc-cf5db06cb9a6068d389e73693f9eb59a'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2020 - Scientific article on &quot;Simultaneous auditory-visual support in grammatical intervention in participants with intellectual disabilities&quot; with ARASAAC pictograms<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Autoras<\/strong><\/p>\n<\/div>\n<p><em><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/em><\/p>\n<p><em><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/em><\/p>\n<p><em>Oviedo University <\/em><\/p>\n<p><strong>Summary<\/strong><\/p>\n<p>Studies of language profiles in intellectual disability (ID) show that grammatical competence is affected in some genetic syndromes. Research on language learning in ID reveals that the role of hearing is compromised, that vocabulary and grammar acquisition is determined by poor auditory memory capacity, and that visual material facilitates the recognition of sounds, vocabulary, and grammar.<\/p>\n<p><strong>Objectives: <\/strong><\/p>\n<p>To determine whether simultaneous auditory-visual support improves language by increasing sound recognition, vocabulary, and grammar, and to analyze whether subjects with ID with a higher level of verbal age and auditory memory obtain better scores in sounds, vocabulary, and grammar after the intervention.<br \/>\n<\/div><\/div><\/a><\/li>\n<\/ul><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-mkazdtpq-4cb90cca081ee5490f73fb099d1057e0\">\n#top .av-special-heading.av-mkazdtpq-4cb90cca081ee5490f73fb099d1057e0{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-mkazdtpq-4cb90cca081ee5490f73fb099d1057e0 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-mkazdtpq-4cb90cca081ee5490f73fb099d1057e0 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-mkazdtpq-4cb90cca081ee5490f73fb099d1057e0 av-special-heading-h2  avia-builder-el-3  el_after_av_catalogue  el_before_av_catalogue '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Other investigations<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<div  class='av-catalogue-container av-mkazhiy2-224b8ccfc3f279c8f1d72493a4b17a0b  avia-builder-el-4  el_after_av_heading  avia-builder-el-last '><ul class='av-catalogue-list'>\n<li><a href=\"https:\/\/rdcu.be\/eyMqs\" target=\"_blank\" rel=\"noopener noreferrer\" class='av-catalogue-item av-mkazhgcl-3029d19e50cf4290ec641c1fb0a23423'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33511 avia-img-lazy-loading-33511 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2025 - Scientific article &quot;Effectiveness of an Intervention in Early Classification Skills: A Study on Formation and Transfer of Sets\u201d<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Authors<\/strong><\/p>\n<p>Juana Mar\u00eda Garc\u00eda-Landete, Manuel Garc\u00eda-Piqueras, Esther Pa\u00f1os Mart\u00ednez, Jos\u00e9-Reyes Ruiz-Gallardo<\/p>\n<p>Faculty of Education of Albacete, University of Castilla La Mancha (Spain)<\/p>\n<p>This research aims to deepen the understanding of the mathematical skills typically addressed in the early years of education, specifically classification and its learning sequence criteria in 2- to 3-year-old students. To teach this skill with appropriate support strategies, we incorporated visual aids using pictograms from the Pictographic System of the Aragonese Center for Augmentative and Alternative Communication (ARASAAC; Palao, 2013), which represent objects and their colors to clearly indicate the classification attribute. <\/p>\n<p><strong>Abstract:<\/strong><\/p>\n<p>This study aims to investigate children\u2019s ability to form sets, learn how to create them, and transfer this learning. The study involved 16 girls and 15 boys aged between 2 years 5 months and 3 years 4 months, who were randomly assigned to two groups. Each child was pretested, taught to group either by the attribute of \u201ctype of object\u201d or \u201ccolor of object,\u201d and then given a posttest. The results indicate that the initial ability to form groupings was very low, but children consistently performed better when grouping by type of object. The recommendations are to introduce instruction in set formation using object type rather than color, as this attribute appears to be more accessible at this stage of development. The intervention produced significant improvements with large effect sizes, but only for the attribute that was taught. Children tended to group consistently by the attribute they had learned, regardless of which attribute they were asked to use, indicating a lack of clear transfer of learning. No gender differences were found in performance. These findings highlight the importance of structured and explicit instruction of fundamental mathematical ideas in young children. They also suggest that the selection and sequencing of attributes may play a key role in optimizing early cognitive development.         <\/p>\n<\/div>\n<\/div><\/div><\/a><\/li>\n<\/ul><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"class_list":["post-69226","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/pages\/69226","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/comments?post=69226"}],"version-history":[{"count":44,"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/pages\/69226\/revisions"}],"predecessor-version":[{"id":151655,"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/pages\/69226\/revisions\/151655"}],"wp:attachment":[{"href":"https:\/\/aulaabierta.arasaac.org\/en\/wp-json\/wp\/v2\/media?parent=69226"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}