The Universal Design Paradigm: An Examination of Real-Time, C-Print, Meaning-for-Meaning Transcription and Individual Differences in Learning

Author

Amanda Boone, University of Central Florida

Abstract

The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today’s dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.

Notes

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Thesis Completion

2014

Semester

Spring

Advisor

Sims, Valerie

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology

Subjects

Dissertations, Academic -- Sciences; Sciences -- Dissertations, Academic

Format

PDF

Identifier

CFH0004556

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

Recommended Citation

Boone, Amanda, "The Universal Design Paradigm: An Examination of Real-Time, C-Print, Meaning-for-Meaning Transcription and Individual Differences in Learning" (2014). HIM 1990-2015. 1556.
https://stars.library.ucf.edu/honorstheses1990-2015/1556