本研究以科技輔具文教基金會設計的圖像做為基礎，第一類型樣本是經過簡化過程後呈現的圖像樣本，第二類型樣本則是以科技輔具文教基金會設計的原始圖像為主，兩類型均採用開放式問卷調查法進行，並以三種圖像詞彙組合設計及十六種詞彙，針對國小學生與大學生兩類受測族群，進行視覺圖像與詞彙意涵之傳達研究。研究結果顯示較複雜的圖像或線條有助於受測者判讀圖像詞彙的意涵，可以輔助受測者理解圖像詞彙的本意，而簡化後的圖像容易讓受測者對傳達的本意有誤解且不易判斷。圖像組合的詞彙逐漸增加時，則會降低受測者對圖像意涵傳達的正確性，在圖像組合數量與意涵傳達正確性兩者之間是成反比的關係。大學生之受測族群在圖像詞彙傳達的正確性上優於小學生之受測族群，且較能體會圖像詞彙所要傳達的意涵，因此在以詞彙作為圖像設計時，應該先考量對詞彙本身的傳達表現性，且觀看者的年齡及生活經驗會影響受測者對於圖像意涵傳達的正確性。

The goal of this paper is to study the relationship between icons and vocabularies. In the first stage, icons simplified from those designed by the Foundation of Culture and Education for Teaching Aids of Science and Technology are studied. In the second stage, original icons designed by the same foundation are studied. The tested users are students from elementary schools and colleges. Our experimental testing shows that the original and complex icons are helpful for one to understand the meanings. On the other hand, simplified icons usually makes one misunderstand their meanings. The recognition rate of meanings is in inverse proportion to the number of combination for icons combination. Students from colleges have higher communication rate of meanings than students from elementary schools. In addition, people's feelings on text words usually come from long-term education or training. The designers should consider the communication property of vocabularies. All vocabularies are not suitable to be expressed by visual icons. The experiences of one's everyday life have effects on the communication for meanings of icons.