Annual Conven+on of the North Carolina Speech Language Hearing Associa+on From Angry Birds to Learning Words: Applying Features of Game Design to Seman+c Interven+on Tim Brackenbury, Ph.D., CCC-­‐SLP April 22, 2015 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 1 04/22/15 Collaborators Dr. John Folkins Dr. Miriam Krause Allison Havilland Elizabeth WiUer
Anna Ehrhorn 2 A bit about me Schedule •  Atari and Sega, late 1970s into 1990s •  M.A. at University of Kansas •  5 years as a clinical SLP •  Boys Town Na+onal Research Hospital •  Children’s Therapu+c Learning Center •  Ph.D. at University of Kansas 3 •  Video Game Design & Clinical Prac+ce •  The Full Experience of Seman+cs •  Discovery & Risk Taking in Development •  Generaliza+on from Treatment •  Unlocking Future Rewards Video Games Mo+vate Video Games Mo+vate •  People invest money in video games –  Games grossed $10.5 billion in 2009 •  A wide variety of people play video games –  67% of U.S. households play video games –  40% of gamers are female –  average age of gamers is 34 –  48% of games are rated “E for Everyone” •  People willingly invest +me and effort in video games –  The average gamer spends eight hours per week playing video games •  People concentrate on video games and stay on task for long periods of +me 4 Reference: hUp://www.esrb.org/about/images/vidGames04.png Reference: hUp://www.esrb.org/about/images/vidGames04.png 5 6 1 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on The Appeal of Video Games is Not Accidental 04/22/15 Five Principles of Video Game Design •  Games of all sorts have been refined through the years. •  Game designers are mo+vated to make games more engaging. •  Principles of game design have been studied extensively in both industry and academia. 1. 
2. 
3. 
4. 
5. 
Full Experience Principle Risk Taking Principle Discovery Principle Generaliza+on Principle Rewards System Principle 7 8 1. Full Experience Principle Five Principles of Video Game Design •  Not every games includes every principle •  Games are more than hardware, characters, and story •  The newer video games are par+cularly relevant (sorry, Pong) •  As I introduce each principle, start thinking about how it could relate to clinical prac+ce. •  They are designed around themes, emo+ons, and challenging ideas •  The full experience is created / supported by all aspects of the game 9 Penumbra 10 2. Risk Taking Principle •  hUp://www.penumbragame.com/game.php •  Achievements and failures are powerful tools for learning and skill development •  Tasks are designed to be challenging but not impossible. –  Flow/ Zone of Proximal Development •  Player innova+on and crea+vity are encouraged 11 –  Failure is expected and has only small penal+es 12 2 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 04/22/15 Braid 3. Discovery Principle •  hUp://braid-­‐game.com/ •  Players learn by explora+on and experimenta+on •  “How to” instruc+on is kept to a minimum –  no manuals –  online player supports available •  Crea+ve and cri+cal thinking 13 14 World of Goo 4. Generaliza+on Principle •  hUp://worldofgoo.com/ •  New knowledge is put to work right away •  Skills learned early should transfer and be useful later –  Rogers (2010) designs games whose •  first 75% is acquiring skills and equipment •  last 25% is using them 15 16 Epic Mickey 5. Rewards System Principle •  hUp://games.disney.com/disney-­‐epic-­‐mickey-­‐
video-­‐game •  Reinforcements are given frequently and in a variety of ways –  points –  new tools / weapons –  addi+onal informa+on –  unlocking extra levels 17 18 3 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 04/22/15 Pokémon Focus on Seman+cs •  hUp://www.pokemon.com/us/pokemon-­‐
video-­‐games/ •  Con+nue using the video game principles –  but now applying them to •  what we do as clinicians •  how children learn seman+cs 19 The Full Experience of Seman+cs 20 The Full Experience of Seman+cs •  Seman+cs has an image problem •  Problems with a Seman+c = Vocabulary focus –  Seman+cs = Vocabulary –  Vocabulary items need to be •  Complete •  Interconnected •  Seman+cs > Vocabulary –  vocabulary is one aspect of seman+cs –  Seman+cs deals with both of these issues and more 21 The Full Experience of Seman+cs: Completeness The Full Experience of Seman+cs: Completeness –  The form and meaning(s) should be shared across people •  What is a word (or vocabulary item)? –  a unit of language, consis+ng of one or more spoken sounds or their wriUen representa+on, that func+ons as a principal carrier of meaning. (www.dic+onary.com) –  a phonological form paired with a meaning 22 •  kooba –  The meanings should be complete, but don’t have to be •  pervert •  sacapuntas / dʌk / duck 23 24 4 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 04/22/15 The Full Experience of Seman+cs: Completeness The Full Experience of Seman+cs: Interconnectedness •  What are the parts of a dic+onary’s defini+on? •  A dic+onary’s defini+on is a good metaphor for vocabulary completeness •  But, a dic+onary is not a good metaphor for the lexicon •  each individual’s “mental library” of word knowledge •  Vocabulary entries should include all of these parts. 25 The Full Experience of Seman+cs: Interconnectedness –  5 people have target words. –  We want to connect these words •  What combina+ons of other single words will achieve this? 26 The Full Experience of Seman+cs: Interconnectedness •  Rich lexicons are like three dimensional webs. •  Defini+ons vs. Metaphors –  think six degrees of separa+on –  We need a data keeper 27 28 Discovery & Risk Taking: Seman+c Development Discovery & Risk Taking: Seman+c Development •  Learning first words is a slow, laborious process –  Experien+al Learning and Applica+on Examples –  mostly dependent on adult models and repe++on •  But it starts to take off during the second year of life •  Infant phonological sensi+vi+es •  seman+c principles •  word’s seman+c and phonological proper+es –  because of experien+al learning and applica+on •  finding a paUern and using it to increase learning –  a process of discovery and risk taking 29 30 5 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on Discovery & Risk Taking: Seman+c Development Discovery & Risk Taking: Seman+c Development •  Between 18 months and 18 years of age •  Effec;ve and efficient lexicons are organized –  children learn an average of 9 to 10 words a day –  Entries are interconnected in mul+ple ways •  Fast Mapping •  Taxonomic categories •  Thema+c categories •  Synonyms / antonyms •  Phonological structure –  ini+al connec+on between a new phonological form and a referent •  Slow Mapping –  refinement of a fast mapped lexical entry over +me and experience »  and perhaps integra+on with known items 04/22/15 31 Discovery & Risk Taking: When things go wrong •  Abstract seman+cs develop across the elementary school years 32 Discovery & Risk Taking: When things go wrong •  Reduced input •  Word finding deficits –  hearing loss, au+sm, poverty –  cannot build a large vocabulary or interconnected lexicon –  vocabulary may be within normal limits –  underdeveloped meanings •  especially with with abstract concepts –  specific language impairments •  Low vocabularies –  late talkers 33 Generaliza+on to BeUer Seman+cs: Assessment –  What do you do to assess seman+cs? –  Standardized tests are mostly focused on vocabulary –  A few look at other aspects Preschool Language Scales Generaliza+on to BeUer Seman+cs: Assessment –  Language sample analysis •  Brackenbury & Pye (2005) 34 •  limited informa+on •  may need to verify with other tasks –  Nonword repe++on tasks •  measure of phonological short-­‐term memory Test of Seman+c Skills Ages 9 – 13 –  Clinician developed tasks •  good for evalua+ng interconnectedness 35 36 6 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 04/22/15 Generaliza+on to BeUer Seman+cs: Case Examples Generaliza+on to BeUer Seman+cs: Case Examples •  Lara, 3 years, 7 months •  Luigi, 9 years, 8 months –  first expressive words ~ 18 months –  recep+ve and expressive vocabulary scores < 10th percen+le –  sorts and labels common objects into categories –  vocabulary during language sample focused on •  objects in the environment •  aUribute words •  prototypical ac+on words for those objects –  recep+ve and expressive vocabulary scores at 18th and 14th percen+le, respec+vely –  accurate but slow word naming –  defini+ons imprecise –  averages 65% accuracy with classroom vocabulary –  categorizes by common groups and func+ons •  low accuracy for classroom vocabulary 37 Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies 38 Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies –  The Hanen Program •  Interac+ve Modeling •  parents are taught techniques that promote language learning through daily interac+ons –  embed lexical models in everyday contexts –  facilitate their use through focused s+mula+on techniques –  Observe, Wait, Listen –  Say less, Stress, Go Slow, Show •  adults model target vocabulary, but do not require a response I.  Parent Training Models –  training parents/caregivers as agents of change 39 Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies 40 Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies •  Posi+ve effects with parents across naturalis+c environments –  Research Evidence •  Posi+ve effects on parent language facilita+on –  Home:
–  Clinic group:
–  Classroom: –  GirolameUo, Pearce, and Weitzman (1996) •  Increases in children learning target words –  GirolameUo, Pearce, and Weitzman (1996) –  Whitehurst et al. (1991) GirolameUo, Pearce, and Weitzman (1996) Whitehurst et al. (1991) Lederer (2001) Wilcox, Kouri, and Caswell (1991) •  Posi+ve effects with other adult conversa+onal partners •  Variable results for generaliza+on to other word learning –  Significant results by GirolameUo, Pearce, and Weitzman (1996) –  Non-­‐significant results from Whitehurst et al. (1991) 41 –  Ruston & Schwanenflugel (2010) 42 7 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies 04/22/15 Generaliza+on to BeUer Seman+cs: Interven+on for Low Vocabularies •  Posi+ve effects when targe+ng seman+c and phonological features of new words II.  Clinician-­‐based models •  Posi+ve effects with SLP focused s+mula+on –  Motsch and Ulrich (2012) –  Kouri (2005) •  Explicit vocabulary instruc+on helps •  Classroom + supplemental work –  Coyne, McCoach, and Kapp (2007) –  Louus, Coyne, McCoach, Zipoli, and Pullen (2010) 43 Generaliza+on to BeUer Seman+cs: Case Examples 44 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding •  What we did… –  Hanen model + clinician focused s+mula+on –  Sessions targeted prior and new technique Storage of words •  parent use previous technique •  introduce new technique •  clinician use of technique •  parent trial of technique •  discuss parent performance and words to target Retrieval of words –  Later sessions highlighted seman+c & phonological features 45 WFD 46 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding Storage of words Retrieval of words Seman+cs Phonology Emphasizes: Increasing knowledge within lexical entries Seman+cs Emphasizes: Improving connec+ons between entries Phonology 47 Cueing strategies to improve lexical access 48 8 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding •  Hodgepodge of interven+on models –  single feature 04/22/15 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding •  Research Evidence –  Seman+c Storage •  seman+c storage •  Marks and Stokes (2009) –  mul+ple features •  seman+c vs. phonological –  mul+ple features across modes •  seman+c vs. phonological storage vs. both –  Narra+ve-­‐based interven+on, targe+ng words through »  defini+onal sentences »  contextual sentences »  exposure, imita+on, and retelling –  Significant increases in target words –  Non-­‐significant for control words 49 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding –  Phonology Retrieval 50 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding –  Seman+c vs. Phonology •  German (2002) •  Wing (1990) –  Iden+fied and prac+ced phonological cues of »  syllable coun+ng »  phonological neighbors »  verbal rehearsing –  Significant increases in target words –  Non-­‐significant for control words –  Seman+c features »  defini+on
categoriza+on picture associa+on –  Phonological features »  rhyming
syllable count imagery
phoneme count –  Phonological group > seman+c group on trained and untrained words 51 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding –  Seman+c vs. Phonology 52 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding –  Seman+c vs. Phonology •  Wright, Gorrie, Haynes, and Shipman (1993) •  Bragard, Schelstraete, Syners, & James (2012) –  Seman+c features »  category
func+on content descrip+on
similarity
associa+on –  Phonological features »  length rhyme rhythm ini+al sound other sounds –  Seman+c group > phonological group on untrained words –  Seman+c features »  defini+ons
associa+ons –  Phonological features »  ini+al sound phoneme segmenta+on –  Children responded beUer to condi+on that matched their ini+al strengths 53 54 9 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding 04/22/15 Generaliza+on to BeUer Seman+cs: Interven+on for Word Finding Interven+on = # WFD –  Seman+c vs. Phonology vs. Both •  McGregor & Leonard (1989, 1995) –  Seman+c features »  category
aUributes
func+ons –  Phonological features »  rhyming
ini+al sound
syllable coun+ng –  Words trained under Both condi+ons were learned the best Improvement = Storage + Retrieval Improvement = Seman+c + Phonology WFD = TEACHING > TESTING 55 Generaliza+on to BeUer Seman+cs: Case Examples •  What we did… 56 Unlocking Future Rewards •  What might the future hold??? –  Teach seman+c and phonological features for common words –  Selec+ng groups of words based on seman+c and phonological neighbors –  Targe+ng “unusual words” to improve learning •  sor+ng and grouping ac+vi+es •  iden+fying –  Iden+fy the features in low frequency words –  Iden+fy the features in target vocabulary words •  like maximal opposi+on therapy •  within contexts 57 Unlocking Future Rewards –  Addressing/Including syntac+c informa+on 58 Contact Informa+on •  What about your future??? –  What ques+ons and comments do you have? –  How might you change your prac+ce as a result of this presenta+on? 59 Tim Brackenbury, Ph.D., CCC-­‐SLP 200 College of Health and Human Services Bowling Green State University Bowling Green, OH 43403 [email protected] 419.352.2515 60 10 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on 04/22/15 Core References Core References Video Game Principles Gee, J. P. (2005). Good Games and Good Learning. Phi Kappa Phi Forum, 85, 33-­‐37. Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan. Full Experience of Seman8cs Dollaghan, C. A. (1992). Adult-­‐based models of the lexical long-­‐term store: Issues for language acquisi+on and disorders. In R. S. Chapman (Ed.) Processes in Language Acquisi;on and Disorders. St. Louis, MO: Mosby-­‐
Year Book. Discovery & Risk Taking in Seman8c Development Golinkoff, R. M., Mervis, C. B., & Hirsh-­‐Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125–155. Kuhl, P. (2011). The Linguis;c Genius of Babies. Retrieved February 26, 2013, from hUp://www.ted.com/talks/
patricia_kuhl_the_linguis+c_genius_of_babies.html 61 Storkel, H. L., & MorriseUe, M. L. (2002). The lexicon and phonology: Interac+ons in language acquisi+on. Language, Speech, and Hearing Services in Schools, 33, 24–37. Generaliza8on to BeDer Seman8cs Brackenbury, T. & Pye, C. (2005). Seman+c deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5-­‐16. Research Evidence: Low Vocabularies Cable, A. L., & Domsch, C. (2011). Systema+c review of the literature on the treatment of children with late language emergence. Interna+onal Journal of Language and Communica+on Disorders, 46(2), 138-­‐154. Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary interven+on for kindergarten students: Comparing extended instruc+on to embedded instruc+on and incidental exposure. Learning Disability Quarterly, 30, 74-­‐88. Ellis-­‐Weismer, S., Murray-­‐Branch, J., & Miller, J. F. (1993). Comparison of two methods for promo+ng produc+ve vocabulary in late talkers. Journal of Speech and Hearing Research, 36, 1037-­‐1050. 62 Core References Core References GirolameUo, L., Pearce, P. S., & Weitzman, E. (1996). Interac+ve focused s+mula+on for toddlers with expressive vocabulary delays. Journal of Speech and Hearing Research, 39, 1274-­‐1283. Kouri, T. A. (2005). Lexical training through modeling and elicita+on procedures with late talkers who have specific language impairment and developmental delays. Journal of Speech, Language, and Hearing Research, 48, 157-­‐171. Research Evidence: Low Vocabularies Lederer, S. H. (2001). Efficacy of parent-­‐child language group interven+on for late-­‐talking toddlers. Infant-­‐toddler interven+on, 11(3-­‐4), 223-­‐235. Louus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., & Pullen, P. C. (2010). Effects of a supplemental vocabulary interven+on on the word knowledge of kindergarten students at risk for language and literacy difficul+es. Learning Disabili+es Research and Prac+ce, 25(3), 124-­‐136. Motsch, H. J., & Ulrich, T. (2012). Effects of the strategy therapy 'lexicon pirate' on lexical deficits in preschool age: A randomized controlled trial. Child Language Teaching and Therapy, 28(2), 159-­‐175. Ruston, H. P., & Schwanenflugel, P. J. (2010). Effects of a Conversa+on Interven+on on the expressive vocabulary development of prekindergarten children. Language, Speech, and Hearing Services in Schools, 41, 303-­‐313. Whitehurst, G. J., Fischel, J. E., Lonigan, C. J., Valdez-­‐Menchaca, M. C., Arnold, D. S., & Smith, M. (1991). Treatment of early expressive language delay: If, when, and how. Topics in Language Disorders, 11(4), 55-­‐68. Wilcox, M. J., Kouri, T. A., & Caswell, S. B. (1991). Early language interven+on: A comparison of classroom and individual treatment. American Journal of Speech-­‐Language Pathology, 1, 49-­‐62. Research Evidence: Word Finding Bragard, A., Schelstraete, M., Snyers, P., & James, D. (2012). Word-­‐finding interven+on for children with specific language impairment: A mul+ple single-­‐case study. Language, Speech, and Hearing Services in Schools, 43, 222-­‐234. German, D. (2002). A phonologically based strategy to improve word-­‐finding abili+es in children. Communica+on Disorders Quarterly, 23 (4), 179-­‐192. 63 Core References 64 Video Game Movie URLs Marks, I., & Stokes, S. (2010). Narra+ve-­‐based interven+on for word-­‐finding difficul+es: A case study. Interna+onal Journal of Language Communica+on Disorders, 45 (5), 586-­‐599. McGregor, K., & Leonard, L. (1989). Facilita+ng word-­‐finding skills of language-­‐impaired children. Journal of Speech and Hearing Disorders, 54, 141-­‐147. McGregor, K., & Leonard, L. (1995). Interven+on for word-­‐finding deficits in children. In M. Fey, J. Windsor, & S. Warren (Eds.), Language interven+on: Preschool through the elementary years (pp. 85-­‐105). Bal+more, MD: Brookes. Wing, C. (1990). A preliminary inves+ga+on of generaliza+on to untrained words following two treatments of children’s word-­‐finding problems. Language, Speech, and Hearing Services in Schools, 21, 151-­‐156. Wright, S., Gorrie, B., Haynes, C., & Shipman, A. (1993). What’s in a name? Compara+ve therapy for word-­‐finding difficul+es using seman+c and phonological approaches. Child Language Teaching and Therapy, 9 (3), 214-­‐229. 65 •  Penumbra hUp://www.youtube.com/watch?v=GAvQAkXqnUg •  Braid hUp://braid-­‐game.com/ •  Skyrim hUp://www.youtube.com/watch?v=Fe_lhUuyyZw •  World of Goo hUp://www.youtube.com/watch?v=XAoW9•Kmo4 •  Super Mario Galaxy 2 hUp://www.youtube.com/watch?v=3EIVDo_uuSM •  Epic Mickey hUp://www.youtube.com/watch?v=-­‐pyQLiE5wEg 66 11 Annual Conven+on of the North Carolina Speech Language Hearing Associa+on Image URLs Image URLs •  Slide # 1 hUp://gsgill37.deviantart.com/art/Angry-­‐Birds-­‐209987239 •  Slide #2 hUp://www.computerweekly.com/blogs/inspect-­‐a-­‐gadget/2011/07/
angry-­‐bird-­‐developers-­‐stop-­‐short-­‐of-­‐wan+ng-­‐world-­‐domina+on.html •  Slide # 3 hUp://www.uvlist.net/es/game-­‐99763-­‐Superman •  Slide #4 hUp://nerdreactor.com/2011/06/23/sonic-­‐turns-­‐the-­‐big-­‐2-­‐0-­‐today/ •  Slide #5
hUp://t2.gsta+c.com/images?q=tbn:ANd9GcQmPCbd4inAGQhzZgtmjM6-­‐
hhweO4IV-­‐drI6Ft33UD8pihETLLtOmLiuU3q1Q 04/22/15 67 Image URLs •  Slide # 8 hUp://images.wikia.com/assassinscreed/images/archive/8/8e/
20110509151451!Ezio.jpg •  Slide # 9 hUp://www.xblafans.com/the-­‐xbla-­‐fans-­‐staff-­‐looks-­‐back-­‐on-­‐our-­‐gaming-­‐
memories-­‐57592.html/pong-­‐console/ •  Slide # 20 hUp://fc03.deviantart.net/fs46/f/2009/178/0/e/
Best_VideoGame_Characters_Ever_by_PacDuck.jpg •  Slide # 21 hUp://www.gamerdad.com/blog/wp-­‐content/uploads/2008/10/super-­‐
smash-­‐bros-­‐brawl.jpg 68 Image URLs •  Slide # 22 hUp://cdn.redmondpie.com/wp-­‐content/uploads/2011/05/Angry-­‐
Birds.png hUp://www.shoemycolor.com/media/wysiwyg/plants-­‐vs-­‐zombie-­‐
papercrau.jpg •  Slides # 24 & 25 hUp://www.allouUabubblegum.com/main/?p=12703 •  Slide # 28 hUp://4chon.net/duck/index.html •  Slide # 30 hUp://www.statewide1.com.au/index.php?cPath=8_116 •  Slide # 32 www.dic+onary.com •  Slide # 34 hUp://www.lalaloopsyparty.com/toss-­‐the-­‐ball-­‐of-­‐yarn-­‐party-­‐game/ •  Slide # 35
hUp://www.tellingmachine.com/post/How-­‐does-­‐IPv6-­‐impact-­‐web-­‐
debugging-­‐with-­‐VS200%2858%29.aspx •  Slide # 37 hUp://news.stanford.edu/news/2012/december/infants-­‐process-­‐
faces-­‐121112.html 69 Image URLs 70 Image URLs •  Slides # 41 hUp://learnenglish.bri+shcouncil.org/en/vocabulary-­‐games •  Slide # 42 hUps://www.pearsonassessments.com/HAIWEB/Cultures/en-­‐us/
Productdetail.htm?Pid=PLS-­‐5 hUp://www.linguisystems.com/products/product/display?itemid=10253 •  Slides # 44, 54, & 55 hUp://www.listal.com/viewimage/268326 •  Slides # 46, 67, & 68 hUp://en.wikipedia.org/wiki/Luigi •  Slide # 49 hUp://www.staspeech.com/parents.htm •  Slide # 59 hUps://signal.federatedmedia.net/thursday-­‐signal-­‐hodge-­‐meet-­‐podge/ •  Slides 69 & 70 hUp://rlv.zcache.com/achievement_unlocked_s+cker-­‐
p217613456253850489envb3_400.jpg 71 72 12