The benefit of real-time captioning in a mainstream classroom as measured by working memory

Aaron Steinfeld
Volta Review, Vol. 100, No. 1, 1998, pp. 29-44.


Download
  • Adobe portable document format (pdf) (822KB)
Copyright notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. These works may not be reposted without the explicit permission of the copyright holder.

Abstract
The goal of this study was to determine if real-time captions benefit both hearing and deaf students and if the format of the display has an effect on working memory. Working memory was measured with an established test that has been shown to be sensitive to perception difficulty.

Deaf and hearing subjects were found to have similar abilities to recall written verbal material. Real-time captioning produced improved performance for both groups. Analysis of the real-time captioned conditions identified an effect for hearing type (hearing students performed 9.8% better than deaf students, p<.05) and the number of captioned lines (four lines were 4.3% better than two lines, p<.05) but not display location (p>.60). The conditions with four lines resulted in better performance than those with two lines, especially for the trials with larger memory demands.

Notes

Text Reference
Aaron Steinfeld, "The benefit of real-time captioning in a mainstream classroom as measured by working memory," Volta Review, Vol. 100, No. 1, 1998, pp. 29-44.

BibTeX Reference
@article{Steinfeld_1998_3923,
   author = "Aaron Steinfeld",
   title = "The benefit of real-time captioning in a mainstream classroom as measured by working memory",
   journal = "Volta Review",
   pages = "29-44",
   year = "1998",
   volume = "100",
   number = "1",
}