People receive sensory information as visual, verbal, and other (tactile, gustatory, olfactory). Visual learners prefer that information be presented. Effective instruction requires an effective method of teaching and should create at least some exposure to those methods to develop a full range of learning skills and strategies (Smith & Renzulli 1984). Some of such learning methods used world wide are audio visual methods which act upon sensory learning aspects.
The visuals can be through Pictures, diagrams, flow charts, time lines, films, and demonstrations that will have much impact on learning. A student’s preference for motion or physical activity of some sort during the learning process belongs in a separate learning style category: our proposed system and Kolb’s (1984) model. Buba-kikki effect is the similar kind of learning activity that is in popular in the psychology area.
The Bouba/Kiki Effect is a form-word association discovered in 1929 by Wolfgang Köhler, who is a German-American psychologist. Kohler conducted the first experiment on the island of Tenerife, and found the association between the form and word by showing the rounded and jagged shape pictures with the words like, baluba and takete.
Another researcher called Edward Hubbard, in 2001 conducted another research by using the words, “kiki” and “bouba”. In tests conducted with both English and Tamil language speakers, 95% to 98% picked the curvy shape as bouba and the jagged one as kiki. The outcome of the above two experiments suggests that the human brain is somehow able to extract abstract properties from the shapes and sounds. Daphne Maurer and colleagues has recently conducted that children of age 2.5 years, when subjected to the same test, are also able to extract the abstract by identifying the shapes with words.
According to Ramachandran and Hubbard, the kiki/bouba effect has implications for the evolution of language, because it suggests that the naming of objects is not completely arbitrary. The reason for such effect was even implied to the vocal sounds and shape of the mouth while pronouncing. To pronounce Bouba, the mouth has to take more round shape than to pronounce kiki. Also the rounded and soft edged shape gives a soft speaking version than forceful speaking with K. However studies show that experiments conducted with people with autism has shown 60% of agreement with the normal results, where the results with normal results shows 90% of agreement.
Hypothesis 1
According to the above ANOVA analysis, the P value is greater (P>0.05) than 1, hence the hypothesis is false.
There is no statistical significant difference in word – shape association scores between English and Tamil speaking children.
Hypothesis 2
According to the above ANOVA analysis, the P value is greater (P>0.05) than 1, hence the hypothesis is false.
There is no statistically significant difference in the word – shape association scores between older children and younger children: over-all association scores of older participants are not higher than overall association score of younger participants.
Hypothesis 3
According to the above ANOVA analysis, the P value is greater (P>0.05) than 1, hence the hypothesis is false.
The results show that there is no statically significant increase of differences in the word – shape association scores between female children and the male children: female participants’ over-all association scores are not higher than over-all association score of male participants.
Discussion
The results of the current experiment show that there is no significant difference observed with the form and shape association between the English speaking and Tamil speaking children. Also there is no difference in the association between the age groups also. The Male and female students also doesn’t have any statistical difference in making the form and word association. The current results identify with the studies conducted by Ramachandran & Hubbard and even with Daphne Maurer in showing results with age 2years old students.
The results give a clear edge to the learning aspects of the children and suggest that the effective language instruction appeals for sensors and syntactical information. And this also highlights that language has no barriers with the cultural background.