Recall of flashed capitalized video print: A study of prelingually deaf science and engineering college students

The author hypothesized that flashing target prepositions and verb inflections would result in greater recall of passages presented on a video screen. Thirty-four prelingually deaf freshmen were shown two passages on a video screen in a crossed-cell experiment. Eighteen students saw target prepositions and verb inflections flashed in capitals in a lesson on Newton but not in a lesson on Roemer. Sixteen students saw target prepositions and verb inflections flashed in capitals in the lesson on Roemer but not in the lesson on Newton. No statistically significant difference was shown between the groups of students nor between the two lessons. Students obtained scores of 97% on the targets when they were flashed in capitals and only 83% when not flashed (p<;0.0005).