Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A realização de testes para se avaliar a influência de parâmetros tipográficos diversos sobre o desempenho de leitura tornou-se intensa a partir de meados do século XX. Entre estes estudos, poucos foram realizados com crianças em processo de alfabetização sendo que a maior parte não obteve resultados significativos. Apesar disso, professores das séries escolares iniciais acreditam que o desenho tipográfico pode facilitar ou dificultar o reconhecimento de um texto, considerando o público infantil. Tendo como referência estudos realizados com crianças, um método foi selecionado e adaptado para a pesquisa, cujo objetivo principal foi investigar a influência de diferentes desenhos de letras sobre o desempenho da leitura realizada por crianças em processo de alfabetização. Em uma fase inicial, foram realizadas entrevistas exploratórias com professoras e profissionais envolvidos com alfabetização. Além de levantar dados acerca do ensino da leitura e escrita com foco nos diferentes desenhos de letras, os resultados desta fase subsidiaram a seleção de parâmetros para o teste de desempenho de leitura com crianças. Foi elaborado também um teste de opinião e preferência com as crianças participantes, que visou a entender seus julgamentos sobre diferentes desenhos tipográficos. Participaram da pesquisa 147 alunos de três escolas públicas da cidade do Rio de Janeiro, duas municipais e uma federal. O método utilizado na pesquisa consiste na apresentação de sequências ilógicas de palavras. As sequências de palavras, construídas tendo em vista o repertório verbal do público em questão, foram avaliadas em um pré-teste de leitura realizado com 15 crianças. As sequências foram compostas com quatro desenhos de letras distintos, um desenho com serifa, um sem serifa, um geometrizado e um projetado especificamente para crianças. Além desses desenhos, foi apresentado um texto composto apenas com letras maiúsculas. Os critérios de avaliação das leituras foram tempo de leitura, número total de erros e de tipos específicos de erros. Os resultados do teste de opinião e preferência não apontam uma relação entre o gosto por determinado desenho tipográfico e maior ou menor facilidade de leitura. Os resultados considerando tempo e número total de erros não apresentaram diferenças significativas. Entretanto, dois tipos de erros, trocas entre as letras a e o e trocas entre as letras do grupo b, d, p, q e g, apresentaram diferenças significativas, considerando a leitura realizada a partir dos textos compostos com diferentes desenhos de letras. As letras a e o foram trocadas mais vezes nos desenhos que utilizam a forma cursiva do a. E as letras b, d, p, q e g foram trocadas com maior frequência nos desenhos mais geometrizados, e apresentam menos detalhes ou acabamentos, como as serifas. O menor número de substituições ocorridas durante a leitura dos textos compostos com desenhos que apresentam maior diferenciação entre caracteres, independentemente destes estarem de acordo com aqueles praticados na escrita, sugere a existência de necessidades diferentes ao longo do aprendizado dos dois sistemas, leitura e escrita. / The number of articles describing tests to evaluate the influence of various typographical parameters on reading performance increased intensely from middle XX century. Among these studies, few were carried out with children learning to write and read, and the majority of them did not afford significative results. However, childrens teachers of the initial years believe that typographical design may make it difficult or facilitate reading a text. Employing studies with children as references, a method was selected and adapted for the research, whose main objective was to investigate the influence of different typeface designs on the reading performance of children learning to write and read. In an initial stage, exploratory interviews were carried out with teachers and professionals involved in that process. Besides obtaining data on teaching how to write and read focusing on different typeface designs, the results from this survey helped in selecting the parameters for the reading performance test with children. Furthermore, a test of opinion and preferences was elaborated with the participant children, in order to understand their judgments concerning the different typeface designs. One hundred and forty seven students took part in this research, from two city schools and a federal school, all of them in Rio de Janeiro. The method employed consists of presenting illogical sequences of words to children. These sequences were built having in mind the verbal repertoire of the participants and were previously evaluated with 15 children. The sequences were made up with four different typeface designs, one with and one without serif, one geometrized and one specially designed for children. Besides these designs, a text was also presented to the children, which was composed only in capital letters. The evaluation criteria were reading time, total number of mistakes and number of specific mistakes. The results from the opinion tests do not indicate a correlation between liking a particular typeface design and ease in reading. The results from reading time and number of mistakes are not significantly different. However, two types of mistakes, misreading as and os and misreading letters in the group b, d, p, q and g, afforded significant differences, with texts composed in different typeface designs. The letters a and o were misread more frequently with designs which use the cursive a. Also, the letters b, d, p, q and g were misread more frequently with more geometric designs, which possess less details and finishings, such as serifs. The fewer number of misreadings with texts composed in designs that present more differentiation of letters, independently of the fact that these are the ones used in writing, suggests the existence of different needs along the learning of these two processes, writing and reading.

Colleges and universities throughout the world are offering many of their courses via the Internet. Some institutions offer entire degrees online. This has ushered in a renewed interest in the debate on the effectiveness of non-traditional course delivery method. Numerous educational research studies have been conducted in an attempt to quantify that effectiveness. In any form of experimental research, control of variables is paramount. The rich multimedia capabilities of the World Wide Web give educators a wide variety of delivery media. However, with the exception of advice from artisans on design factors of the media, little research has been conducted with regard to the aesthetics of Web page design as viewed by the student. This study was conducted in an effort to establish student preferences with regard to two factors of Web page design as they might be used on those Web pages, background color and typeface used for text. In addition, it contains an analysis of whether or not there is an interaction between the two factors. Use of the results of this study should prove beneficial to both educators and educational researchers in their future endeavors.

Text can be written with various types of fonts, knowing how the fonts affect the reader is advantageous for developers and creators when choosing what font to use when creating consumable media. Researchers have suggested that the results of a font may be affected by the reader's familiarity with it [6]. In recent times, digital user interfaces have seen a shift from serif to sans-serif fonts [10]. Many young adults spend a lot of their time on digital devices, and it might be the case that they are more familiar with sans-serif fonts. This familiarity might yield a measurable effect on their reading speed and information recall when reading sans-serif fonts compared to serif fonts. This study aimed to answer the question: Does sans-serif fonts compared to serif fonts have an impact on reading speed and/or information recall for young adults? This study was conducted with 20 participants of ages between 18-30 years old. The participants read four texts, each text was presented with either Times New Roman, Arial, Verdana or Garamond on a computer screen. The time it took to read each text was measured and the participants were asked questions to test the recollection of what they just read. The result from this study showed no significance in the difference between the serif fonts compared to the sans-serif fonts for either reading speed or information recall. In this study no evidence was found that supports that serif or sans-serif fonts have an impact on- or correlates to reading speed or information recall. While these results did not show a significant difference there are other factors that could influence the results. The lack of significance from this study does not rule out that serifs can impact reading speed or recollection. / Text kan skrivas med olika typer av typsnitt, att veta hur dessa typsnitt påverkar läsaren är fördelaktigt för utvecklare och kreatörer när de väljer vilket typsnitt de skall använda när de skapar media. Forskare har påstått att resultatet från ett typsnitt möjligen kan påverkas av läsarens vana vid typsnittet [6]. På senare tid har digitala användargränssnitt skiftat från serif till sans-serif typsnitt [10]. Många unga vuxna spenderar mycket av sin tid framför digitala enheter och det kan därför vara så att de är mer vana vid sans-serif typsnitt. Denna vana kanske kan visa mätbara effekter på deras läshastighet och informationshågkomst jämfört med serif typsnitt. Denna studie hade med avsikt att svara på frågan: Har sans-serif typsnitt jämfört med serif typsnitt en påverkan på läshastighet och/eller informations återkallning för unga vuxna? Den här studien utfördes med 20 deltagare av åldrar mellan 18 och 30 år. Deltagarna läste fyra texter, varje text presenterades med antingen Times New Roman, Arial, Verdana, eller Garamond på en datorskärm. Tiden det tog att läsa varje text mättes och deltagarna ställdes frågor gällande vad de mindes om texten de just läst. Resultatet från denna studie visade ingen signifikans i skillnaden mellan serif typsnitten jämfört med sans-serif typsnitten, varken för läshastighet eller informationshågkomst. Denna studie hittade inget bevis som stödjer att serif eller san-serif typsnitt har en inverkan på- eller korrelerar med läshastighet eller informationshågkomst. Även om dessa resultat inte visade på någon signifikant skillnad finns det andra faktorer som kan ha påverkat resultaten. Bristen på signifikans i denna studie utesluter inte att serifer kan ha en påverkan på läshastighet eller informationshågkomst.

A degree work called The secession typeface in theory and practise contain two parts. In theory part I deal with characterization of secession, development of typeface, analysis of secession typeface and its use in usual graphic production in Europe. I concentrate on a poster, a newspaper and other form of advertising, a calendar and an utilization of secession typeface like artistic component in architecture. Practise part content my two alphabets, which emit from Mucha´s secession poster type and can be applicable in graphic production at the present times. Both of alphabets are written by capital letter and the second one contein in addition punctuation marks.

Predicting language outcomes in children who at age two are "late talkers" is a concern of Speech Language Pathologists. Currently, there is no conclusive data allowing specialists to predict which children will outgrow their delays and which children will not. The purpose of the present study is to analyze the effect of a receptive language delay on the outcome of the slow expressive language delayed child, and determine whether or not it is a viable predictor of poor outcomes. The subject information used in this project was compiled from the data collected and reported by Paul (1991) during the Portland Language Development Project (PLDP). Children in the PLDP first participated in the longitudinal study between the ages of twenty to thirtyfour months. They were categorized as being slow in expressive language development if they produced fewer that fifty intelligible words during this age range. They were then subgrouped into an expressive-receptive delayed group if they scored more than one standard deviation below the mean on the Reynell Developmental Language Scales. Of the twenty-five subjects with complete data over the five years of the study, nineteen were considered to be solely expressively delayed, while the remaining six were classified as having both an expressive and a receptive language delay. Lee's Developmental Sentence Scoring (DSS) (1974) was used to track the subject's expressive language abilities to the age of seven. DSS scores were analyzed yearly, using the Mann-Whitney nonparametric statistical test. This would determine whether the subjects considered to be both expressively and receptively delayed were exhibiting more difficulties in their expressive language abilities than those subjects with expressive delays alone. The results of the study indicated that significant differences did not exist between the two groups. Therefore, there was insufficient evidence to conclude that a receptive language delay at twenty to thirty-four months of age is a feasible predictor of lasting expressive language delays. This leads to the recommendation that additional research be conducted focusing on areas other than receptive language abilities as being predictors of poor expressive language outcomes.

Typography is one of the most important elements of web design and marketing. Good typography makes web design more appealing, which is important for readers in evaluating titles and the quality of text. The aim of this thesis is to provide a characterization of good and bad typography. I will use this characterization to identify modern typographical trends in a digital background. In the theoretical part, I will describe the basic features of typography. In the practical part, I will distinguish appealing typography and visual smog, and find specific examples demonstrating typographical trends in web design.

The purpose of this study was to determine whether three typeface variations of dot matrix print [single density, dual density, and photocopied dot matrix type] and two formatting variations [fully justified and left justified] had any effect on the reading rates or reading comprehension of college students when compared to the same typewritten material. A pretest/posttest design with experimental and control groups utilized the Cloze Reading Test and the Nelson Denny Reading Test to measure reading comprehension and reading rates respectively to college students [N= 240]. Subjects were randomly assigned to the groups to test the effects of the six treatment levels and two control groups of the independent variables [typefaces and type formatting] on the dependent variables [reading comprehension and reading rates. Four test sessions were used to collect the data and answer the research question: Do either of the three typeface variations of dot matrix print or the two formatting variables have any effect on reading comprehension or reading rates of the subjects when compared to typewriter type? A factorial analysis of covariance [p. < .05] was used to analyze reading comprehension; and a two way analysis of variance [p. < .05] was used to analyze reading rates. The findings indicated that typefaces or formatting made no significant difference in the reading rate or reading comprehension scores of the subjects tested. / Ph. D.

<p>U okviru disertacije predložen je nacrt za generisanje efektne kompleksnosti<br />štampanog oglasa na osnovu generisanja kompleksnih tipografskih odlika i<br />generisanja kompleksnosti slike. Predmet disertacije predstavljao je razvoj<br />modela efektnosti tipografije u štampanim oglasima na osnovu uticaja<br />semantičih odlika, odnosno kompleksnih odlika formalnih atributa slovnog<br />znaka. Predložen model dopunjuje postojeći prilaz uloge tipografije u<br />oglašavanju u okviru segmenta uticaja kompleksnih oblika tipografskog pisma.<br />Na osnovu predloženog modela projektuje se onlajn aplikacija za procenu<br />efektnosti odnosa između kompleksnih tipografskih odlika i slike koja ima<br />praktični značaj za proces grafičkog dizajna.</p> / <p>This dissertation proposes a framework for generating effective complexity of print<br />advertisements based on the generated complexity of typeface properties and image<br />complexity. The subject area of the dissertation was a development of a model for the<br />effectiveness of typography in print advertisements. The model takes into account the<br />effects of typeface semantic properties i.e. complex features of the letter&rsquo;s formal<br />attributes. This approach updates the existing model of the role of typography in<br />advertising. Specifically, it updates the category on the influence of the form<br />complexity. Furthermore, based on the proposed model, a concept fora n online<br />application is presented. The purpose of the application a practical assistance for<br />graphic designers which provides information on the effectiveness of the relationship<br />between the complex typeface properties and image complexity.</p>

Hur en texts typografiska utformning påverkar hur enkel den blir att läsa är en fråga som har sysselsatt forskare under lång tid. Förhoppningen har varit att få en bättre förståelse för hur läsning går till och hur man bäst bör sätta text för att underlätta för läsaren. Ett problem har dock varit att skapa medvetenhet om forskningens resultat bland dem som arbetar med att sätta text. Tanken med detta examensarbete var att skapa en överblick av forskningen, med inriktning på hur mikrotypografin, det vill säga den typografi som berör detaljer i textens utformning, påverkar läsbarheten i brödtext. Efter litteratursökningar valdes tio vetenskapligt publicerade empiriska studier på detta område ut. Artiklarna beskrevs och diskuterades med hänsyn till deras metodik och deras resultat. Följande mikrotypografiska faktorer behandlades i studierna: skillnader i läsbarhet mellan typsnitt, x-höjdens och teckenavståndets inverkan på läsbarheten, skillnader i läsbarhet mellan gemener, versaler och kursiv text samt skillnader i läsbarhet mellan olika bokstavsformer. Slutsatsen var att forskningen kring läsbarhet ger intressanta inblickar i hur typografin inverkar på läsprocessen. Det begränsade antalet studier på varje område samt brist på studier utförda på svenska gör det dock svårt att skapa konkreta riktlinjer för hur text bör sättas. Vidare konstaterades att studier utförda i samarbete mellan forskare och typografiskt kunniga vore en möjlig metod att sprida kunskap till de typografiska yrkena och öka sannolikheten för praktisk tillämpning av forskningsresultaten. / How the typographic design of a document affects how easy it is to read is a subject that has long been of interest to researchers. The aim has been to reach a better understanding of the reading process, and to find an ideal way to design text for maximum legibility. However, the researchers have seemingly failed to raise awareness about their results in the typographic community. The aim of this thesis was to create an overview of the research into how microtypography – the typography concerned with individual letters and sentences – affects the legibility of running text. Ten empirical studies on this subject, published in scientific journals, were selected after literature searches. The methods and results of the studies were described and discussed. The studies were concerned with the following microtypographic factors: differences in legibility between typefaces, the role of x-height and letter spacing in, differences in legibility between lower case, upper case and italic letters as well as differences in legibility between specific letter shapes. The conclusion was that legibility research gives interesting insights into how typography can influence the reading process. However, the limited amount of studies found concerning each typographic factor, as well as the lack of studies concerning Swedish typography makes it hard to create typographic guidelines for Swedish typographers based on the research. It was also concluded that studies conducted in cooperation between researchers and typographers might be a way to raise awareness about the research and lead to greater practical application of research results.

В исследовании Формы репрезентации повседневности в белорусском плакате 1966-1980 годов Пигальской Аллы, ставится цель выявить формы репрезентации повседневности в белорусских плакатах, в период наиболее массового их выпуска на территории Беларуси. Исследование базируется на антрополого-социологической трактовке повседневности Мишеля де Серто; анализе визуальной репрезентации, согласно конструктивистскому подходу визуальных исследований Стюарта Холла с элементами семиотического анализа фигуративного и пластического уровней визуального сообщения. Исследование культуры повседневности М. де Серто как одновременное существование устной и письменной парадигм, задающих логику выполнения разрозненных повседневных практик, позволил рассматривать белорусские плакаты в контексте устного и письменного типов коммуникаци. Письменный тип коммуникации актуализирует культурные механизмы, которые структурируются относительно “закона”, частной собственности, дифференциации пространства, техник индивидуализации. Устный тип коммуникации ориентирован на воспроизведение знакомого и понятного, поддерживающего целостность коллектива, в котором недопустимо нарушение “неписанных” правил и норм. Доминирование устной парадигмы в советской культуре позволяет реконструировать логику выполнения художественных практик. В исследовании показано, что использование в белорусском плакате 1966-1980-х фигуративных и пластических средств обусловлено доминированием устной парадигмой, поэтому характерны... [полный текст, см. далее] / Alos Pihalskayos tyrime Kasdienybės reprezentavimo formos Baltarusijos plakatuose 1966-1980 metais keliamas tikslas išryškinti kasdienybės reprezentavimo formas Baltarusijos plakatuose, aktyviausiu jų leidybos periodu Baltarusijos teritorijoje. Tyrimas yra tarpdisciplininio pobūdžio, nes remiasi Michelio de Certeau pasiūlyta antropologine-sociologine kasdienybės traktuote; vizualinio reprezentavimo analize, kuri atitinka Stuarto Hallo konstruktyvistinį požiūrį į vizualinius tyrimus, turintį semiotinės figūratyvinio ir plastiško vizualinio pranešimo lygmenų analizės elementų. M. de Certeau požiūris į kasdienybės kultūrą kaip į kartu egzistuojančias žodinę ir rašytinę paradigmas, lemiančias skirtingų kasdienybės praktikų įgyvendinimo logiką, leido pažvelgti į baltarusiškus plakatus žodinės ir rašytinės komunikacijos tipų kontekste. Rašytinės komunikacijos tipas aktualizuoja kultūrinius mechanizmus, kurie struktūriškai siejasi su „teise“, privačia nuosavybe, erdvės diferencijavimu, individualizacijos technikomis. Žodinis komunikacijos tipas orientuotas atkartoti tai, kas žinoma ir suprantama, kas palaiko kolektyvo vientisumą, jame neleistina pažeisti „nerašytų“ taisyklių bei normų. Žodinės paradigmos dominavimas sovietinėje kultūroje leidžia rekonstruoti meninių praktikų atlikimo logiką. Tyrime parodyta, kad figūratyvinių ir plastiškų priemonių 1966-1980 m. baltarusiškuose plakatuose naudojimą sąlygojo žodinės paradigmos dominavimas, todėl jiems būdingi nekintantys teksto ir... [toliau žr. visą tekstą] / The aim of the dissertation Forms of Everyday Representation in Belarus posters 1966-1980 completed by Ala Pihalskaya, is to identify forms of representation of the everyday in Belarusian posters, when they were most actively produced on a mass scale in Belarus. The research is interdisciplinary in nature, since it is based on the anthropological and sociological interpretation of the everyday proposed by Michel de Certeau, while the analysis of visual representation is made according to the constructivist approach in visual studies developed by Stuart Hall, with elements of the semiotic analysis of the figurative and plastic levels of the visual message. The analytical model of the investigation of everyday life proposed by Michel de Certeau, which posits the simultaneous existence of oral and written paradigms that explain the logic of disparate everyday practices, make it possible to study Belarusian posters in the context of oral and written types of communication. The written paradigm actualizes cultural mechanisms that are structured according to "law", private property, the "conquest" of space and individualization, while the oral paradigm is focused on the repetition of the familiar. In a culture where the oral type of communication dominates, "law" and private property do not matter, whereas everything that can maintain the integrity of the collective as a unity is highly appreciated. The study shows that the figurative and plastic properties conform to the oral... [to full text]