The effects of representational and real event contexts on verbal and nonverbal learning

The convenience, portability, and accessibility of pictures have led to their predominant use in language therapy. It is unknown whether using such symbolic stimuli (i.e., moveable pictures, toys...) to simulate events as opposed to real stimuli has a differential effect on the verbal and nonverbal learning of young children. The purpose of this study was to determine whether children who participate in an event using real objects differ from those who participate in the same novel event using a dynamic pictorial representation. Fourteen typically developing preschool children were randomly assigned to one of two teaching conditions. Seven children participated in a juice-making event using real objects and 7 participants in a representation of a juice-making event using models and moveable pictures of objects involved in making orange juice. Significant differences were found between the real and representational groups on both verbal measures. Nonverbal performance measures also revealed significant differences. The potential clinical impact of these findings cannot be determined without further research on children with clinical impairment. Nevertheless, these results suggest that both verbal and nonverbal learning may be aided by participating in real events.