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Carnegie Mellon Robotics Institute

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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",
}

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