Advocates writing in-depth captions for yearbooks, including the five W's (who, what, when, where, and why) and one H (how). (SR)

Discusses problems associated with using words to describe images and describes and analyzes user generation of captions and verbal responses within a Web-based collection of 300 diverse images. Discusses issues of larger-scale analysis, implementation, and possible shifts in understanding of representation for retrieval. (Author/LRW)

Eye movement of six subjects (three with deafness) was recorded as they watched video segments with and without captions. The addition of captions to a video resulted in major changes in eye movement patterns, with the viewing process becoming primarily a reading process. (Contains six references.) (Author/CR)

Offers definitions of terminology associated with typography. Notes several questions designers of high school and college student publications can use to evaluate their work. (SR)

Notes that, when choosing type for newspapers, yearbooks, or other student-produced pieces, designers should always keep in mind the "target audience." Suggests a basic set of 16 rules designers should follow when selecting types for printed publications. Concludes that it is important to be creative when choosing type, but making sure…

Tells yearbook staffs how to write and edit copy, prepare captions and headlines, and make copy blocks. (RB)

Stresses the importance of visual literacy for future communicators. (RB)

The conference reports contain summaries of five general sessions and five appended papers, all of which focus on the need and implementation of captioned television for the aurally handicapped. The keynote address states that approximately 10% of the population has hearing problems, indicating that there is a large minority group involved. The…

Suggests ideas for improving the quality of high school yearbooks with emphasis on an appropriate theme for the school, accurate reporting of the year's events, and careful attention to layout. (RB)

Forty-two deaf children, eight- to 12-years-old and randomly divided into two groups, viewed the television program "Shazam" without captions (Group 1) and with captions at a simple language level (Group 2). Results indicated that captions enhance perception of emotional complexity by deaf children. (Author/MC)

The effect of a captioned and a signed visual training aid to teach 60 deaf college students cardiopulmonary resuscitation was studied. (Author/SW)

Ss either saw the film twice, read the script twice, or read the script and saw the film with target words stressed by the teacher in all cases. Posttests indicated that Ss who both read the script and saw the film had the greatest increase in number of words recognized. (DB)

Explores the influence of captions on acquisition of pictorial information and two types of verbal information by hearing-impaired viewers. Findings indicated that the pictorial aspect of the material neither hindered nor enhanced learning; however, the language level of captions can affect performance of certain tasks. Twenty references are…

Originally part of a symposium on educational media for the deaf, the paper describes a project to utilize the Line 21 technique (a closed captioning device which, when fitted to television screens, permits captions to appear on the screen in programs so prepared) for real time, that is live television, captioning. (PHR)

Hearing impaired students (11 to 18 years old) who read at second, third, and fourth grade levels viewed five versions of three children's television programs. Results indicated that as the pattern of linguistic complexity of the captions increased, Ss' comprehension scores declined. (Author)