The Effects of Pictorial and Verbal Instructional Materials On the Operational Performance of Deaf Subjects

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Abstract
The present research compared the effectiveness of pictorial and verbal information in printed instructional materials for deaf subjects. Four types of instructional formats were prepared, varying in proportion of pictorial and verbal information: (a) all pictorial; (b) predominantly pictorial, with some ancillary verbal information; (c) all verbal; and (d) predominantly verbal, with some ancillary pictorial information. Each format was given to a separate group of deaf college students. The instructional materials described sequences of operational procedures to be carried out by subjects on a complex control-display apparatus. Performance was measured by task completion time and error rate. Results showed that when both performance variables were considered, the best instructional format was predominantly pictorial, with some ancillary verbal information. The all-pictorial format produced short task completion times but relatively high error rates. The all-verbal and predominantly verbal formats generally yielded low error rates but longer task completion times. Since these results are consistent with related studies conducted with hearing subjects, the research has general implications for the development of instructional materials and job performance aids in education and rehabilitation.

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